LB 



5T0RTH DAKOTA. State Board of 
Education 



Manual for the ua 



e of the 



State High Schools 



1913 




Glass 
Book. 



3 j '. 1 3 



STATE HIGH SCHOOL 



ilanual 



for 

NORTH DAKOTA 




JULY, 1913 



A MANUAL FOR THE USE 



OF THE 



STATE HIGH SCHOOLS 

OF NORTH DAKOTA 



Published by the State Board of Education 
July, 1913 



For distribution from the office of the 
high school inspector, Grand Forl^s, N.'D. 



MEMBERS OF STATE BOARD OF EDUCATION 

EX.OFFICIO 

E. J.TAYLOR, 5operin/en</en/ of Public Instruction, President 

FRANK L. McVEY, Tres. of Slate University, University, N. D. Slate High School Examiner 
JOHN H. WORST, President of Agricullural College, Agricultural College, N. D- 
RICHARD HEYWARD, State High School Inspector, Grand Forks 

N. C. MACDONALD State Rural School Inspector, Galley City 

APPOINTIVE 

THOMAS A. HILLYER, President State Normal School, ^auvilU 
FRED E. SMITH, President State Science School, IVahpeton 

MAMIE SORENSON, Superintendent Towner County, Cando 
LEWIS F. CRAWFORD, Sentinel Butte 






D. OF 0. 
AUG 21 1913 



A 
<!«-. 



TABLE OF CONTENTS 



Page 

I . Statutory Provisions 7 

II . Rules and Regulations 13 

a Application for Classification 13 

b Conditions of Acceptance 13 

c Classification of Schools and Additional Condi- 
tions of Acceptance 16 

d Conduct of Schools 17 

e Rules for Conducting Examinations 2}^ 

III. Program of Studies and Index of Synopses 28, 29 

IV . Synopses of Subjects 30 

V . General Index 85 



PREFACE 



This manual is published for the use of school officers, 
superintendents, principals and teachers. Its purpose is to 
state conditions of classification, rules governing examinations 
and courses of study, and to indicate briefly the amount and 
character of work required in each subject. This manual 
supersedes all other circulars and letters of instruction from 
the state board of education. 



I. STATUTORY PROVISIONS 



STATE HIGH SCHOOL AID LAW 

An Act to Amend and Re-enact Sections 1031, 1032, 1033, 
1034, 1035, 1036, 1037, of the Revised Codes of 1905, 
Relating to Education, as Amended by Chapter 99 of 
the Session LaAvs of 1907 and Chapter 2(iy of the 
General Laws of 191 1; and to Amend Sections i, 2, 3, 
4, 5, of Chapter 40 of the General Laws of 1911, and to 
Repeal Sections 6, 7, 8, 9, 10, 11 of Chapter 40 of the 
General Laws of 191 1. 

Be it enacted by the Legislative Assembly of the State of 
North Dakota: 

Section i. That section 103 1 of the Revised Codes of 1905 
is hereby revised to read as follows : 

Section 1031. State Board of Education. Powers. — The 

state board of education shall have general supervision over 
secondary education in the state, and shall perform the duties 
and have and exercise the powers hereinafter mentioned. 

Section 2. That Section 1032 of the Revised Codes of 1905 
is hereby revised to read as follows: 

Section 1032. Schools Classified. — Any public, graded 
school in any city or incorporated village or township, organ- 
ized into a district, under the township or district system 
which shall give instruction according to the terms and pro- 
visions of this Act, and shall admit pupils of either sex from 
any part of the state without charge for tuition in the second- 
ary school, or high school department, shall be entitled to be 
classified as a state high school, and to receive pecuniary aid 
as hereinafter specified; provided, however, that no such 
school shall be required to admit non-resident pupils unless 
they pass an examination in orthography, reading in English, 
penmanship, arithmetic, language and grammar, modern 
geography and the history of the L'nited States; provided, 
however, that in case of state high schools having an agri- 
cultural department, pupils pursuing courses in said depart- 
ment shall be admitted into the seventh and eight grades and 
secondary school department without charge for tuition. 



HIGH SCHOOL MANUAL 



Section 3 That Section 1033 of the Revised Codes of 1905 
is hereby revised to read as follows : 

Seiction 1033. .Requirements for Classification. — The said 
board shall require of the schools applying for such pecuniary 
aid compliance with the following conditions, to-wit : 

1. That there shall be adequate school buildings conform- 
ing to modern approved ideas respecting heating, lighting, 
ventilation and sanitation, and under no circumstances shall 
aid be given to or continued when the board of education fails 
to or refuses to comply with reasonable requirements of this 
character. 

2. That there shall be regular and orderly courses of study 
in the eight grades of the elementary school together with 
all the subjects prescribed by the said board for the first two 
years of the secondary school curriculum. 

3. That the said secondary school receiving pecuniary aid 
under this Article shall at all times permit members of the 
state board of education, or any one appointed by said board, 
to visit and examine the classes pursuing said elementary 
and secondary school courses, and make recommendations 
concerning the conduct of such school. 

Section 4. That Section 1034 of the Revised Codes of 1905 
is hereby revised to read as follows : 

Section 1034. High School Inspector. How Appointed, 
Salary and Expenses. Schools to receive State Aid. Appro- 
priation. — The state board of education shall appoint a high 
school inspector, upon the nomination of the superintendent 
of public instruction, who shall be a graduate of a college or 
a university of recognized standards, and shall have had five 
years of succecsful experience either as principal of a high 
school or superintendent of city schools in North Dakota. The 
board shall prescribe his duties. His term of office shall be 
two years, provided that the inspector appointed in 191 1 shall 
hold office for two years from July i, 191 1. The yearly salary 
of said inspector shall not exceed two thousand dollars, as 
may be fixed by the state board of education. Such salary shall 
be payable monthly on warrant of the state auditor from the 
general fund of the state. It shall be the duty of the secretary 
of the state board of education to notify the state auditor 
prior to July ist of each year the amount of salary which has 
oeen fixed for the biennial period. 

The state high school inspector shall receive his actual and 
necessary expenses incurred in the discharge of his official 
duties ; such duties, under the direction of the state board of 
education may take him outside of the state of North Dakota, 
and in such cases all his actual and necessary expenses shall 



HIGH SCHOOL MANUAL 



be paid. These expenses, which shall not exceed twelve 
hundred ($1200.00) dollars in any given year, shall be paid 
from the general fund of the state upon itemized vouchers 
properly approved. 

The state high school inspector, under the direction of the 
state board of education, shall carefully inspect the instruc- 
tion, discipline, and all conditions affecting the efficiency of 
the high schools of the state receiving aid under this Article, 
and make a written report on the same ; provided, that no 
money shall be paid in any case until such report shall have 
been received; examined and the work of the school approved 
by the board. The said board shall receive applications from 
such schools for aid as hereinafter provided, which applica- 
tions shall be received and acted upon in the order of their 
reception. The said board shall apportion to each of said 
schools, which shall have fully complied with the provisions 
of this Article and whose applications shall have been ap- 
proved by the board, the following sums, to-wit : Two thousand 
five hundred dollars for the school year 1913 — 14 to each of 
seven schools having an agricultural, manual training and 
domestic economy department ; and after the school year 
of 1913 — 14, the sum of two thousand five htmdred dollars 
each year to each of the ten schools having an agricultural, 
manual training, and domestic economy department ; eight 
hundred dollars each year to each school maintaining a four- 
year high school curriculum and doing four years of high 
school work ; the sum of five hundred dollars each year to 
each school having a three-year high school curriculum and 
doing three years of high school work; and the sum of three 
hundred dollars each year to each school having a two-year 
high school curriculum and doing two years of high school 
work ; provided, that the moneys so apportioned to any high 
school shall be used to increase the efficiency of the high 
school work; provided, also, that the state board of education 
may require that forty per cent of the money apppropriated 
shall be used in any one year for libraries, laboratories, and 
other apparatus and equipment ; provided, further, that the 
total amount of apportionment, expenses and salaries under 
this Act, except salary and expenses of the inspector provided 
for above, shall not exceed seventy-seven thousand five 
hundred dollars in the school year 1913 — 14, and eighty-five 
thousand dollars in each succeeding year. The sum of seventy- 
seven thousand five hundred dollars for the year July i, 1913- 
14, and thereafter the sum of eighty-five thousand dollars, is 
hereby appropriated annually for the purpose of this Act, to 
be paid out of any moneys in the state treasury not otherwise 
appropriated, which amount, or so much thereof as may be 
necessary, shall be paid upon the itemized vouchers of said 



10 HIGH SCHOOL MANUAL 

board, dul_v certified and filed with the state auditor; provided, 
that in case the amount appropriated and available under this 
Article for the payment of aid to such schools shall in any 
year be insufficient to apportion each of such schools, as are 
entitled thereto the full amount intended to be apportioned 
to the hig:h schools of the various classes, then, in such case, 
two thousand five hundred dollars shall be apportioned to 
each of the seven or ten schools having an agricultural, manu- 
al training and domestic economy department, and the re- 
mainder of such amount as is appropriated and available shall 
be aportioned pro rata among the schools entitled thereto; 
provided further, that with the approval of the state board of 
education, the money appropriated by the state to the high 
schools designated to maintain departments of agriculture, 
manual training and domestic economy may be used for the 
extension of agricultural education and domonstration outside 
of the district in which the school is located, within the limits 
of efficiency. 

Section 5. That Sections i, 2, 3, of Chapter 40 of the 
General Laws of 1911, are hereby revised to read as follows: 

Schools to Maintain Department of Agriculture. How De- 
signated. Requirements. — Any state high school having 
satisfactory rooms, equipment and a tract of land of at least 
ten acres within one mile of the school house, having shown 
itself fitted by location and otherwise to do agricultural work; 
having trained instructors in agriculture, manual training 
and domestic economy ; maintaining well organized short 
courses and agricultural, manual training and domestic 
science and art courses, and meeting such other requirements 
as the state board of education may define, shall upon appli- 
cation be designated by said board to maintain an agricultural 
department; provided, that the high schools now designated 
and those hereafter designated to maintain departments of 
agriculture, manual training and domestic economy shall 
continue to be designated and aided so long as they comply 
with the rules and regulations of the state board of education 
and perform satisfactorily the work contemplated by this 
Section. 

Section 6. That Sections 4 and 5 of Chapter 40 of the 
General Laws of 191 1 are hereby revised to read as follows: 

National and State Aid. One School in County. — In addi- 
tion to the state aid of two thousand five hundred dollars 
herein provided for a state high school having an agricultural 
department as defined in Section five of this Act, each such 
school shall receive its proportionate share of all moneys 
appropriated by the national government for the teaching of 
elementary or secondary agriculture in the piiblic or high 



HIGH SCHOOL MANUAL 11 

schools of this state; provided, that said high schools having 
an agricultural department shall not receive more than two 
thousand five hundred dollars of aid from the state under this 
Act; provided, further, that no more than one high school in 
any county shall he designated a state high school having an 
agricultural department and receiving two thousand five 
hundred dollars state aid. 

Section 7. Section 1035 of the Revised Codes of 1905 is 
hereby revised to read as follows : 

Se<ction 1035. Compensation of Board Members, Clerical 
Service, Salary, Expenses. — The ex-officio members of the 
board shall serve without compensation, but the appointive 
members shall receive a per diem of three dollars while actu- 
ally on duty as members of the board. 

The necessary expenses of all members of the board while 
on duty as members, salary and expenses of the clerical help 
of the examiner and of the readers of the state board of educa- 
tion examination papers, and other necessary expenses of 
administration, shall be paid from the "State High School 
Aid" fund, and in the manner provided by law for salaries 
and expenses of other state officers. 

Section 8. That Section 1036 of the Revised Codes of 1905 
is hereby revised to read as follows : 

Section 1036. Annual Meeting, Organization, Powers, 
Assistant Examiners. — The board shall hol<l a regular meet- 
ing in the months of July, September, November, January, 
March and May of each year. 

The board shall have full discretionary power to consider 
and act upon applications of schools for state aid, and to 
prescribe conditions upon which said aid shall be granted ; 
and it shall be its duty to accept and aid such schools only as 
will, in its opinion, if aided, efficiently perform the service 
contemplated by law. The period for which a school shall 
be classified shall be one year. The board shall have power 
to establish any necessary and suitable rules and regulations 
relating to qualifications of teachers and superintendents, to 
examinations, reports, acceptance and classification of schools, 
curricula, and other proceedings implied under this article. 
The examiner shall report the results of the state board of 
education examinations annually to the superintendent of 
public instruction, who shall publish the same in his biennial 
report. Readers of state board of education examination 
papers shall be appointed by the examiner of the state board 
of education, and shall be entitled to receive such compensa- 
tion as the board may allow. 



12 HIGH SCHOOL MANUAL 

Section 9. That Section 1037 of the Revised Codes of 1905 
is hereby revised to read as follows: 

Section 1037. Annual Report of Inspector. Board shall 
Keep Record and Make Report. — The said hii^h school in- 
spector shall make, on or before August ist, an annual report 
to the state board of education concerning the previous school 
year, showing the names and number of schools receiving 
state aid, the number of pupils enrolled, and other matters as 
directed by the board, and the said board shall cause the same 
to be published. Said board shall keep a record of all proceed- 
ings, and shall biennially make a report to the governor of 
the receipts and disburesemtnts, matters of general importance 
regarding the schools aided, and shall add any recommenda- 
tions that it deems useful and proper. This report small be 
included and made a part of the printed report of the state 
superintendent of public instruction. 

Solction 10. Repeal of Sections of Chapter 40. — Sections 6, 
7, 8, 9, 10, II of Chapter forty (40), of the General Laws of 
191 1, and all Acts or parts of acts in conflict with this act, are 
hereby repealed. 

Approved March 21, 1913. 

HIGH SCHOOL DIPLOMAS 

An Act to Amend Section 258 of Chapter 266 of the Sessions 
Laws of 191 1, Relating to High School Diplomas. 

Be it Enacted by the Legislative Assembly of the State of 
North Dakota : 

Section i. Amendment. — That Section 258 of Chapter 266 
of the Session Laws of 1911 be and at the same time is hereby 
amended so as to read as follows : 

Section 258. High School Diplomas. — Diplomas from 
North Dakota high schools doing four years' work, granted 
to graduates who ha\e had psychology, pedagogy, and two 
senior-review subjects, together with eighteen days' attend- 
ance at a teachers' training school, shall be credited as second 
grade elementary certificates ; and if within two years from 
the date of the diploma the holder has had at least eight 
months' successful experience in teaching, he shall be entitled 
to a first grade elementary certificate. 

Approved March 11, 1913. 

STATE BOARD OF EDUCATION 

The state board of education was created and its duties 
defined by an enactment of the Legislative Session of 19 13, 
approved March 11, 1913. The act is chapter 149 of the 
Educational Laws enacted by the Thirteenth Legislative As- 
sembly of North Dakota. 



HIGH SCHOOL MANUAL 13 



II. RULES AND REGULATIONS 



A. — Application for Classification 

1. High schools desiring classification for state aid shall 
make application to the board through the high school in- 
spector on or before November ist of each year, on blanks 
furnished by the inspector on application. 

2. These applications shall be filed by the inspector and 
considered by the board in order of their receipt. Each appli- 
cation shall be accompanied by a full report of the high 
school. 

3. Any school failing to comply with the law, and regula- 
tions of the board, made in pursuance thereof, shall be re- 
moved from the list of classified schools and may be re- 
entered only upon renewal of its application. 

4. Schools applying for classification after all funds appro- 
priated for aiding high schools are exhausted may be classi- 
fied as state high schools without aid and be entitled to the 
same privileges of examination and certificates as free state 
high schools receiving aid. 

B. — Conditions of Acceptance 

1. There shall be a well organized elementary school with 
a course of instruction of such elementary school, correspond- 
ing substantially to the eight 3'ears' course prescribed by the 
department of public instruction for common and graded 
schools, or the courses of the first six years may be of this 
nature and the work of the seventh and eighth years may be 
made to articulate with that of the high school in plan and 
method. 

2. Third class high schools shall have not less than tour 
rooms or departments and at least one laboratory and recita- 
tion room ; second class schools shall have not less than five 
rooms or departments and two additional rooms for labora- 
tory and recitation work ; first class high schools shall have 
not less than five rooms or departments and a sufficient num- 
ber of additional rooms for laboratory and recitation purposes, 
at least three. 

3. The minimum number of teachers in third class high 
schools shall be five, which includes the principal and one 
assistant high school teacher; second class high schools seven, 
including the principal and two assistants in high school; 
and first class high schools eight, including the principal or 
superintendent and three assistants in high school. 



14 HIGH SCHOOL MANUAL 



4. The work in all state high schools shall be of a high 
order. 

5. Each state high school shall be provided with necessary- 
recitation rooms, furniture, apparatus and library, to the end 
that the work of the schools shall be of the highest possible 
efficiency. 

6. The school session shall consist of, at least, thirty-six 
weeks, each year; thirty-eight weeks are recommended. 

7. The superintendent shall be provided with an office and 
with sufficient assistance in high school and office to allow 
him one-fourth to all of his time in school hours for general 
supervision over the grades and high school. In the office 
of the superintendent or principal there shall be kept on file 
circulars, pamphlets and correspondence pertaining to the 
school, records of equipment, records of library, of enroll- 
ment, of scholarship, of promotions, of alumni, etc. 

8. All schools accepting high school aid shall be required 
to keep such funds separate from the general fund, and said 
high school aid shall be used only for the following purposes : 

Forty per cent, or more for: 

(a.) I,aboratory apparatus and supplies for all science work 
in the high school, including agriculture. 

(b.) Purchase of books for high school reference library. 

(c.) Equipment for manual training and domestic science 
and art in the high school. 

(d.) Equipment for commercial courses in the high school. 

And the remainder, if any, shall be used in the payment of 
high school teachers' salaries. 

The clerk of the school board of each school receiving aid 
shall submit to the state board of education, through the high 
school inspector, not later than April loth, of each year, a 
detailed statement of all expenditures during the year of 
money received from state aid for high schools. The state 
high school aid of the following year shall be withheld from 
any school the clerk of which fails to make satisfactory report 
of the disbursement of the aid last received on or before April 
loth. 

9. The state board of education will classify no high school 
as first class in a district having an assessed valuation of less 
than $250,000. 

10. In high schools of the first class list and in all second 
and third class high schools having a four-year* curriculum, 



*Any high school offering in the aggregate, whether by 
alternation of subjects or otherwise, fifteen (15) or more units 
of high school work and graduating or purposing to graduate 
pupils from the high school, shall be considered as having a 
four-year curriculum for the purposes of this ruling. See sec- 
tion fa)ur (4) under *'D. — Conduct of Schools" in this Manual. 



HIGH SCHOOL MANUAL 15 

the superintendent, principal of the high school, and assistants 
in the high school department shall hold the B. A. or equiva- 
lent degree from an institution of recognized standards or 
shall hold the first grade professional certificate, granted 
under the provisions of section 252 of the school laws of 191 1. 

In first and second class high schools, teachers of music, 
drawing, commercial subjects, agriculture, manual training, 
domestic science and domestic art who do not hold the 
bachelor's or equivalent degree from an institution of recog- 
nized standards or the first grade professional certificate, 
granted under the provisions of section 252 of the school laws 
of 191 1, shall hold special certificates to teach these subjects, 
ganted under the provisions of section 253 of the school laws 
of 1911. 

In third class high schools that do not offer a four-year 
curriculum,* if the superintendent, principal, and assistants 
in the high school department have not the B. A. or equiva- 
lent degree from an institution of recognized standards or the 
first grade professional certificate, granted under the provi- 
sions of section 252 of the school laws of 191 1, they shall hold 
the second grade professional certificate, granted under the 
provisions of section 251, or its equivalent, as provided for in 
section 254 of the school laws of 191 1. 

This ruling shall be effective on and after July i, 191 1 ; but 
shall not be retroactive. 

The general school laws require that all teachers, except 
those in a few independent districts, shall have certificates to 
teach, issued by the proper authority of the state. 

11. The large classes, or sections of classes, in a school 
should not contain more than thirty pupils. If classes are 
large, a teacher should not be required to take charge of more 
than five per day. If they are small, containing but four to 
ten pupils, a teacher may successfully conduct seven classes 
per day, depending somewhat on the subjects taught. One 
who teaches the subject of English should not be required to 
instruct more than one hundred pupils per day. One who 
teaches English I or II, only, should not instruct more than 
seventy-five pupils per day. 

12. The state board of education shall classify as first class 
no school paying less than $1,200 a year to its principal or 



*Any high school ofifering in the aggregate, v/hether by 
alternation of subjects or otherwise, fifteen (15) or more units 
of high school work and graduating or purposing to graduate 
pupils from the high school, shall be considered as having a 
four-year curriculum for the purpose of this ruling. See sec- 
tion four (4) under "D.— Conduct of Schools" in this Manual. 



16 HIGH SCHOOL MANUAL 

superintendent ; as second class, no school paying less than 
$i,ooo to its principal; and as third class, no school paying- 
less than v$900 to its principal ; and shall classify no high 
school of any grade which pays less than $65 per month to 
the assistants in the high school. 

The wages ordinarily paid to teachers are entirely inade- 
quate, considering the service which a good teacher is ex- 
pected to render and the preparation which the teacher must 
have to render that service; and although the state board of 
education requires for purposes of classification the above 
minimiim, it recommends that the salary of a superintendent 
of a first class high school be not less than $1,500 per annum ; 
of a second class high school, not less than $1,200, and for a 
third class high school, not less than $1,000; further, that no 
high school assistant should receive less than $70 per month. 

13. No school shall be classified by the state board of edu- 
cation which has not an efificient heating and ventilating sy- 
stem, and proper sanitary conditions. Aledical inspection of 
pupils is recommended. 

C. — Classification of Schools and Additional Conditions 
of Acceptance 

All high schools accepted by the state board of education 
shall be included in one of the following classes: 

(a) High schools of the first class shall include all schools 
doing four years of work and which have complied with the 
following and other conditions : 

1. They shall have not less than thirty-five well prepared 
pupils in average daily attendance and at least three assistant 
high school teachers. 

2. The school shall have suitable and commodious quarters 
and shall have well established laboratory courses in three 
of the science courses named by the state board of education 
in the program of studies for high schools. 

3. They shall afford instruction in all of the constants pre- 
scribed by the state board of education as per program of 
studies, p. 28. 

.4. They shall have an ample working library, including a 
sufficient supply of supplementary reading for each of the 
twelve grades. 

5. In all first class high schools the subjects of music and 
drawing shall be taught under the supervision of a specialist 
or by a special instructor or by some teacher competent to 
supervise these subjects. 

(b) The second class shall include those schools in which 
the course extends at least thru three years as explained under 



HIGH SCHOOL MANUAL 17 

Program of Studies for High Schools, page 28, and comply 
with the following and other conditions : 

1. High schools of the second class shall have an average 
daily attendance of not less than twenty-five well prepared 
pupils and at least two assistant high school teachers. 

2. Ample laboratory appliances for instruction in botany, 
zoology and agriculture, and in either physics or chemistry, 
for each pupil. 

3. They shall afford instruction in three-fourths of the list 
of constants named in the program of studies, including 
manual training, cooking and sewing, p. 28. 

4. A selected historical and reference library for the work 
in history and English and the sciences taught, and supple- 
mentary reading for the grades of the elementary school in 
connection. 

(c) The third class schools shall be those that afford in- 
struction in eight of the fifteen units of prescribed work. They 
shall possess : 

1. An average daily attendance of at least fifteen well pre- 
pared pupils, and one assistant high school instructor. 

2. Ample laboratory appliances for instruction in botany, 
zoology and agriculture, and offer at least one. 

3. An ample working library and a sufficient supply of 
supplementary reading for each of the first ten grades. 

(d) State high schools having an agricultural department, 
besides meeting the requirements of a state high school, shall 
have : 

1. A superintendent, two teachers of academic subjects, 
and special instructors — one in agriculture, one in manual 
training and one in household economy. 

2. A sufficient number of well equipped rooms for the pur- 
suit of these subjects; a room each for agriculture, manual 
training and domestic economy. 

3. Ten acres of land within one mile of the school house 
for use in experimentation. 

For further particulars see special circular which may be 
secured by addressing the high school inspector. 

D. — Conduct of the Schools 

I. All pupils, before completing admission to the high 
school, shall pass a satisfactory examination in reading, writ- 
ing, spelling, geography, English language and grammar. 
United States history and arithmetic. 

It is recommended that seventh and enghth grade pupils in 
elementary schools connected with the state high schools take 



18 HIGH SCHOOL MANUAL 



the examinations offered by the state high school examiner 
for entrance to liigh school. In order to make stronger the 
articulation between the state high school system and the 
system of common schools of the state, it is recommended 
that the high schools accept for entrance, pupils from other 
elementatr}^ schools who have succeded with the final exami- 
nations provided for in the Course of Studies for the Common 
Schools of North Dakota. 

2. All courses are to be pursued a year of at least thtrty- 
six weeks except when otherwise specified. A course of study 
pursued a minimum of thirty-six weeks, five periods per week 
or equivalent, each period having a duration of forty minutes 
in the clear, counts as a unit. 

The recitation period shall be forty minutes in the clear. 
There should be, at least, two eighty-minute laboratory 
periods per week for each subject requiring laboratory work 
and the daily program should be arranged to conform to these 
eighty-minute periods. 

3. English I., English 11., and English III. or IV., Adv. 
U. S. history, civil government, and one unit of science shall 
be constants for the pupil ; i. e., no pupil shall graduate from 
one of the state high schools without having completed these 
subjects. High schools of the first class are required to do a 
minimum of fifteen (15) units of work; high schools of the 
second class twelve (12) units, and high schools of the third 
class eight (8) units. High schools of the first class shall in- 
clude in their program each year all the constants named in 
the list under Program of Studies, page 28; secpnd class 
schools shall include three-fourths of the units of this list of 
constants, among which shall be three units in English, ele- 
mentary algebra and one unit in science; third class schools 
shall include one-half of the units of these constants, among 
which shall be courses I. and II. in English, elementary alge- 
bra and one unit in science. 

Schools in the first class list shall be prepared to offer all 
courses named in the program of studies for high schools, p. 
28; but no course, beside the constants, should be offered 
unless desired by four or more pupils. Other schools should 
not offer courses in which there are only one or two pupils 
to pursue them. 

4. The minimum number of units of work required of 
pupils for graduation shall be fifteen (15) and no state high 
school whether first, second or third class, shall graduate 
pupils who have not secured fifteen units of credit ; but 
schools may have exercises and give certificates to pupils who 
have accomplished a smaller number of units of work. 

The superintendent or principal of every state high school shall re- 



HIGH SCHOOL MANUAL 19 

quire that every pupil graduating from said high school shall be Well 
informed in reading, rariiing, spelling, geography, English language and 
grammar, Unitzd Stales A/s/o/i;, arithmetic, human physiology and 
hygiene, and civil government. 

It is provided by law that certain higli school diplomas 
may by endorsement become teachers' certificates. See page 
12 of this Manual. 

5. Courses in agriculture are outlined and it is urged that 
schools offer this work. 

Manual training and domestic science are required in all 
first and second class high schools. 

6. Superintendents, principals and boards of education are 
urged to adopt measures to secure the pursuit by pupils of 
such courses as will be for the pupil's greatest benefit and 
make his high school course, or curriculum, have, finally, 
thoroness, strength and unity. 

7. Certificates will be given by the examiner to successful 
examinees in the several subjects passed on examination. 
These crtificates are accepted by the university, agricultural 
college, the state normal schools, the industrial school and the 
school of science in lieu of the usual entrance examinations. 

8. ^Miisic and drawing shall be offered in every high school 
but pupils, individually, may elect to pursue these subjects or 
not to pursue them. Schools shall also offer courses in the 
elective sciences as well as in physics and shall be equipped 
for this work as specified under Classification of Schools, page 
16. 

9. Credits shall not be allowed in both of two subjects that 
are largely duplicates of each other; as, ancient history and 
general history, modern history and general history. 

10. It is required of state high schools in the first and 
second class lists and those having an agricultural depart- 
m,ent, that they shall have pupils write on state high school 
examinations in two subjects at the close of the first semester 
and on four subjects at the close of the second semester, and 
that the manuscripts shall be sent to the examiner. 

It is urged that pupils in these schools w^ite on all state 
high school examinations in so far as the subjects are offered 
in the school and that the mark received on the examination 
be used with the mark for class-room work in the ratio of one 
to two in securing the mark for credit in the subject in the 
school. If the manuscripts in some of the subjects are not 
sent to the examiner, then in such cases the "principal's 
mark" should be used. 

Pupils in third class high schools shall secure state high 
school certificates for credit, or promotion, in their subjects. 

All of the members of a class should write, probably: (i) 



20 HIGH SCHOOL MANUAL 

Because the brighter and abler a pupil is the more he should 
do. Lightening." burdens tends to mediocrity, while healthful 
exercise tends to leadership. The bright pupil would better 
be encouraged to do good work by being promoted with 
honor or high honor, than be excused from part of the work, 
because he has done some of it well. It is the work he does 
that makes him groAv. (2) Because this would permit all 
schools to enter the state examinations more nearly on the 
same basis. 

11. For sound pedagogical reasons time spent in work on 
a subject should be an element in securing credit in the sub- 
ject. It has been decided, therefore, that the Examiner shall 
not accept the manuscripts of the pupils unless the time the 
pupil has given to the preparation of the subject is at least 
four-fifths of a semester for one-half unit, and four-fifths of 
two semesters for one unit. — A semester is eighteen or nine- 
teen weeks. 

12. The state board of examiners construes the term 
"Senior-reviews" as used in the law to mean such courses as 
those outlined in this manual in advanced United States his- 
tor3% high school arithmetic, senior grammar, high school 
geography, and writing and spelling (one-half unit), are in- 
tended to be. 

The state high school board passed the following resolution,. 
May 17, 1912: — "It is the sense of this Board that city super- 
intendents should direct more closely the courses of students 
preparing to teach." 

13. Laboratory notebooks are required in all sciences, and 
the Examiner shall allow credit for them in connection with 
the manuscripts of the examinees. See the statements under 
botany and zoology, and chemistry regarding notebooks. 

The laboratory work should cover the subject; hence, the 
notebook should also. But the notebook should not contain 
an account of every exercise ; it should contain an account of 
a reasonably large number of representative exercises. On 
the first pages there should be a complete list of exercises 
performed by the pupil, a second list naming the exercises 
done by the instructor before the class, and an added list of 
field trips. These lists should give the page of the notebook 
on which a further account, if any, is given. 

14. The examiner will make report on the results of the 
examinations for the classified schools in a booklet instead of 
on a large sheet, as formerly. 

15. Every high school librar}^ should be supplied with a 
few good newspapers and magazines, treating current events, 
and attention should be given to this subject, probably once a 
week. 



HIGH SCHOOL MANUAL 21 



i6. It is sug-gestecl that the work of the school migh, be 
improved if it were organized on the "Six and Six Plan", the 
"Six, Two and Four Plan", the "Six, Three and Three Plan", 
or some modification of these. Pupils are children, most of 
them, while the}^ are pursuing- the work of the first six grades 
of the elementary school and they find the advancement 
within the subjects attempted in the fourth, fifth and sixth 
grades sufficient to keep up their interest; but pupils in 
seventh, eighth and higher grades are young men and women, 
most of them, and their interests are in new subjects and in 
the utility of the subjects. It seems also that it might be weU 
if the seventh and eighth grade pupils might meet high school 
teachers in some subjects. With these and related ideas in 
view the following- curriculum is presented as a sugg-estion : 

Seventh Grade, — First Semester 

1. Reading and spelling, daily. 40 minutes 

2. Language. Elementary Grammar and \\'riting. daily, 
40 minutes. 

3. Elementary Agriculture, two days, and Geography, 
three da}s per week, each 40 minutes. 

4. Arithmetic, three days, and Bench work or Sewing, two 
days, each 40 minutes. 

5. United States Plistory and Biography, daily. 30 or 40 

minutes. 

6. Music. Drawing-. Physical Education. 

Seventh Grade, — Second Semester 



Reading with an occasional drill in writing', daily, 40 
minutes. 

Language. Elementary Grammar, and Spelling, daily, 
40 minutes. 

Hygiene, two days, and Geography, three days, 40 
minutes. 

Arithmetic, three days, and Benchwork or Sewing twc^, 
40 minutes. 

United States History and Biography, daily, 30 to 40 
minutes. 
Music, Drawing, Physical Education. 

Eighth Grade, — First Semester 

1. United States History and Civics, daily, 40 minutes. 

2. General Science, daily, 40 minutes. 

3. Language. Elementary Grammar, and Spelling, daily, 
40 minutes. 



22 HIGH SCHOOL MANUAL 



4. Arithmetic, three days, Physical Hchication, two days, 
40 minutes. 

5. Renchwork I. (H. S.) or Cookinj^ I. (H. S.), 80 
minutes. 

Eighth Grade, — Second Semester 

1. U. S. History, 4 days, Civics, one day, each 40 minutes. 

2. Reading, Spelling and Writing, daily, 40 minutes. 

3. Geography, daily, 40 minutes. 

4. Music, Drawing, Physical Education, 40 minutes. 

5. Benchwork I (H. S.) or Sewing I (H. S.), 80 minutes. 

Ninth Grade 

Constants. Electives, 

English I. Latin I. 

Complete 8th Grade Arith. Elementary Algebra. 
Botany I and Zoology i or Vocal Music. 
Physiography (one unit). Freehand Drawing. 

^ Penmanship and Spelling (Part 

of sixteenth unit). 
Physiography (one unit). 

Tenth Grade 

English II. Caesar. 

Complete 8th Gr. Gramniar. Plane Geometry. 

Manual training II. 

Domestic Science and Art II. 

General History I and II. 

Mechanical Drawing. 

Chemestry. 

Bookkeeping, y^. 

Eleventh Grade 

English HI. Cicero or German I. 

Adv. Alg. and Solid Geom. 
A Unit in Agriculture. 
Botany II. 
Zoology II. 
English History. 
General Economics. 
Hit^^h School Geography. 
Shorthand and Typewriting. 
Physiology. 



HIGH SCHOOL MANUAL 23 



Twelfth Grade 

Advanced U. S. History. \^ergil or German II. 

Civics. Physics. 

High School Arithmetic. 

Senior Grammar. 

Pedagogy. 

Psychology. 

English IV. 

Shorthand and Typewriting. 

Notes on the above ciirriciilnm : 

1. If penmanship has been rightly taught in the first six 
'g"rades, a little time for review and drill is probably all that 
w'ill be necessary in the seventh and eighth grades, and no 
time or credit need be given for it in the high school. 

2. All of the subjects mentioned for the seventh and eighth 
grades are constant. 

3- High school credit should be allowed for the benchwork 
and household economy placed in the eighth grade ; but no 
such credit should be allowed for eighth grade arithmetic 
and grammar, done in the ninth and tenth grades. 

4. Much care should be taken in selecting courses from the 
electives. In each school more constants should be adopted, 
probably, than are indicated above, and it is likely they should 
come from among the electives here mentioned. It might be 
well to adopt, locally, sixteen units as a requirement for 
graduation. Some students can and should do more than 
others. The teacher should assign them additional work from 
time to time, and because of their additional or more difificult 
performances, they should be promoted and finally graduated 
with honors or high honors. 

E. — Rules for Conducting High School Examinations 

All superintendents, principals and teachers in the high 
school department, appointed to conduct examinations of the 
state examiner are required to read Rules numbered 3, 4, 5, 
6, 7, 8, 9, 10 and 11 to the class before beginning examinations. 

(Many mistakes in conducting and reporting these exami- 
nations would be avoided, if those who conduct and report 
them would read these rules carefully and also other state- 
ments sent them by the examiner.) 

Examinations will hereafter be given subject to the follow- 
ing rules — rvhich mud be stridlu followed: 

I. Three examinations will be ofl^ered each year. The first 
examination will begin on the Monday of the twentieth week 
of the semester which opens on the third Monday in Septem- 



24 



HIGH SCHOOL MANUAL 



ber. The second examination will be held in the week in 
Which the 28th of INIarch falls, and will include the subjects 
in the program of studies, page 28 of this manual which 
are marked with the asterisk and no others. The third ex- 
amination will begin on the Friday of the eighteenth week 
of the semester which opens immediately after the close of 
the first semester. (The January examination in 1914 begins 
Jan. 26; the March examination in 1914 begins March 23; the 
June examination in 1914 begins June 5 and closes June 12.) 

No examinations shall be held on Saturday. 

The examinations in the several subjects will take place in 
the following order: 



FIRST DAY 



English Grammar, 8th grade. 

a. m. 
Latin Grammar, a. m. 
Vocal Music. 
Virgil, a, m. 



English II, a. m. 
Modern Languages, p. m. 
Arithmetic. High School. 
Senior English Grammar. 



SECOND DAY 



Arithmetic, 8th grade, a. m. 
English I, p. m. 
Solid Geometry, a. m. 
Advanced Algebra, a. m. 
Trigonometry, a. m. 
Caesar, a. m. 



Drawing. Freehand. 
Ado. U. S. History, (high 
school) 
p. m. 
Civics, (high school) a. m. 
High School Geography. 



THIRD DAY 



Geography), 8th grade, a. ra. 
Physical Qeographxi, a. m. 
Bacteria, Yeasts and Molds 
El. Geology, a. m. 
Botany I, a. m. 
Botany II, a. m. 
Zoology I, a. m. 
Zoologv II, a. m. 



Eiementar}) Algebra, p- m. 
American Literature, p. m. 
English Literature, p. m. 

Bookkeeping. 
Commercial Law. 
Shorthand. 
Typewritinc". 



Drawing. Mechanical. 
FOURTH DAY 



m. 



U. S. History, 8th grade, a. m. T^laine Geometry, p. m. 

Ancient History, a. m. Political Economy, p. 

Modem History, a. m. Agriculture 

English History, a. m. Chemestrv. 

General History I, a. m. Penmanship and Spelling 

General History II, a. m. (high school). 



HIGH SCHOOL MANUAL 25 

FIFTH DAY 

Reading, Spelling' and Pen- Pedagogy. 

manship, 8th grade. Psychology. 

T^h^siology, (high sdhool) Domestic Science and x^rl. 

a. m. Horticulture. 

Physics, a. m. Bible Study. 

Cicero, p. m. General Science. 

SIXTH DAY 
Postponed Examinations 

The date and order of examinations in subjects printed in 
Italics must not be changed under any circumstances. If the 
other subjects can not be taken on the day specified on ac- 
count of conflict, they must he taken as soon thereafter as 
possible, on the sixth day if necessary. 

No examination shall be taken earlier than the day ap- 
pointed. 

In case of conflict, pupils should begin early in the half 
day and write on both subjects in the same half day. 

It is to be understood that the examinations set for any 
day may be taken either in the forenoon or afternoon, except 
in cases in which a. m. or p. m. is designated. 

II. All applications for questions, stating the subject and 
number of question papers desired, must be made to the high 
school examiner on requisition blanks at least twenty days 
prior to the date set for beginning the examinations. The 
requisition blanks will be furnished on application to the ex- 
aminer. , The examiner may, in his discretion, offer the. ex- 
aminations of the board to schools of three or more teachers, 
not classified but doing at least four units of high school 
work and giving promise, with encouragement, of doing in 
the near future the entire eighth units required for classifica- 
tion. Other schools will not be entitled to take the examina- 
tions. The examiner will ofifer examinations in subjects 
named in the program of studies, page 28. of this manual 
and in those subjects only. 

III. The envelope contaijiing the questions must be re- 
tained by the superintendent or principal in a safe place until 
the time appointed for examination, and under no circumstances 
shall the envelope be opened except in presence of 

the class when seated and ready for work. The precise 
moment of the distribution of questions must be announced 
to the class and observed as the examination proper begins 
at that time. 

IV. The period of examination ig three hours in all sub- 
jects and no more than three hours shall be allowed for an 
examination, and no examination shall be divided, nor shall 



26 HIGH SCHOOL MANUAL 



any pupil be allowed extra time, a second trial, to take the 
examination at any other time than that at which the class 
take it, or to copy his manuscript at any other time than 
within the three hours. 

V. The examination shall be conducted by the superin- 
tendent or the principal teacher in the high school depart- 
ment, and as each pupil hands in his manuscript, the conduc- 
tor of the examination shall secure from the pupil the question 
sheet. No one is to retain a question sheet except the super- 
intendent and high school teachers concerned until the end of 
the examination week. 

VI. Each candidate must be sujiplied with white legal cap 
paper, pen and 1)lack ink and will not be allowed to communi- 
cate with anyone except the examiner in charge during an 
examination ; nor may he leave his seat until he has completed 
his work on the entire number of questions. In case of any 
communication the offender's paper must be thrown out. 

VII. Each candidate shall write at the head of his answer 
paper the date (day of the month and day of the week) on 
which the paper is written and whether it is written in the 
forenoon or afternoon. 

VIII. No explanation whatsoever shall be made concern- 
ing the questions (not even to explain or call attention to a 
typographical error), and no teacher or other person shall be 
allowed to criticise or ins])ect the work of the pupils vrhile in 
progress. Each pupil is to rely solely on his own judgment 
as to the meaning of every question, and any efifort on the 
part of any pupil to give or obtain aid must be followed by 
instant dismissal from the room. 

IX. Should there be any typographical error, such as to 
make a question, absurd, unintelligible, or unsolvablu, if 
students see the error, and make the necessary changes and 
answer the question correctly, they are to be allowed full 
credit in the regular manner, but if they do not see the mis- 
take and are thus unable to answer the question, it shouid be 
left out of account entirely in figuring up the credits, and the 
paper graded upon the basis of credits alloAved for the re- 
mainder of the questions. 

X. The answers are to be written with black '"k ^"^^ "^^^ 
with /eo'/ pencil, and are to be arranged and numbered iw the 
order of the questions. Special attention should be given to 
the general order, legibility and neatness as well as correct- 
ness of the work. 

XI. In mathematics, the entire cperation must be given. Mere 
results will be marked zero. In the translation reqiured in the 
language papers, no dictionaries or vocabularies must be 
used. 



HIGH SCHOOL MANUAL 27 

MARKING THE PAPERS 

XII. The superintendent or principal shall examine and 
mark in red ink ^^^ the answers in each subject. In case the 
principal is unable to read all the papers he may be assisted 
by any of the teachers of the high school department appointed 
for that purpose. Each answer entitled to a definite number 
of credits must h" marked separately and not a mark given to 
the paper as a whole. The credits assigned should be reduced 
to a scale of one hundred and the grade entered on filing mar- 
gin as "principal's mark." Papers falling below 65 per cent., 
or illegible or slovenly in apperance, must not be sent to the 
examiner. 

SENDING PAPERS TO THE EXAMINER 

XIII. Papers when marked should not be rolled; but those 
of each writer on each subject must be folded separately with 
the upper part of the first page on the outside and those in 
each subject should be tied together with the class list, pro- 
ptrly filled out and placed on the outside, so that the package 
will show, without being untied, the place, subject, etc. As 
the amount of time spent in preparation is an element in se- 
curing credit, the data called for on these class lists and prin- 
cipals' certificates must be complete. Strong rubber bands are 
preferable to twine or cord. The papers in all subjects should 
he tied together in one package, carfully wrapped and sealed, 
and sent by mail or express, charges prepaid, to the State 
High School Examiner, University, N. D. If the package is 
very small it may be sent by mail. 

XV. The principal's certificate and the class list must be 
sent properly filled out and signed. 

APPEAL EROM EXAMINER'S MARKINGS 

XVI. The appeals from the examiner's markings must be 
made within ten days after the receipt of the examiner's 
notice of results. 

Address, 

STATE HIGH SCHOOL EXAMINER, 

University, North Dakota. 



28 HIGH SCHOOL MANUAL 

III. PROGRAM OF STUDIES FOR 
HIGH SCHOOLS 

CONSTANTS FOR THE PUPIL (See page i3.) 

Name of Subjetfls Year to be Pursued Outline 

on Pagea 

American or English Literature 3rd or 4th 31-32 

Science, one unit . . .48, 51, 53, 69, etc 

Civics*, ^2 unit 4th 45 

English I* 1st 30 

English II 2nd 31 

History, Adv. U. S.*, H unit 4th 45 

CONSTANTS FOR THE SCHOOL (See page i8.) 

Algebra*, Elementary 1st or 2nd 36 

American or English Literature 3rd er 4th 31-32 

Biological Science or Agriculture, one unit. . .- 53-60, 69 

CTvics, y^ unit 4th 45 

Domestic Art I*, Yz unit 1st 72 

Domestic Science I*, ^ unit 1st 72 

Drawing, Freehand*, one year, Yz unit 1st or 2nd 75 

English I 1st 30 

English II 2nd 31 

Geometry, Plane 2nd or 3rd 37 

History, Adv. U. S., J^ unit 4th 45 

History, General History I*, Y2 unit and 1st or 2nd 38-42 

History, General History II*, Y2 unit or 1st or 2nd 42-44 

History, Ancient* 1st or 2nd 44 

Manual Training, Y2 or more units 1st and 2nd 71 

Mechanical Drawing I, Y2 unit 1st or 2nd 73-75 

Music, Vecal*, one or two years, J4 unit 1st or 2nd 76 

Chemistry or Physics 2nd, 3rd or 4th 51. 43 

ELECTIVES 

Commercial Subjects 

Arithmetic, High School*, Y2 unit 2nd or 3rd 81 

Bookkeeping, K'* or one unit 2nd or 3rd 77 

Geography, High School*, Y2 unit 2nd or 3rd 78 

Law, Commercial, Y2 unit 3rd or 4th 78 

Penmanship and Spelling*, Y2 uint 1st 77 

Shorthand I 3rd 79-30 

Shorthand II 4th 79-30 

Typewriting I 3rd 80-81 

Typewriting II 4th 80-31 

Foreign Language 

Caesar, Latin II 2nd 34 

Cicero, Latin III 3rd 35 

French I -. 2nd or 3rd 35 

French II 3rd or 4th 35 

German I 2nd or 3rd 35 

German II 3rd or 4th 36 

Latin I, Grammar 1st 33 

Second-year Latin 2nd 34 

Vergil. Latin IV 4th 35 

' \^ 



*See section 1, p. 23—24 



HIGH SCHOOL MANUAL 29 



History and Economics 

History, English*, J/2 unit 2nd or 3rd 44 

rffstory, Modern 2nd or 3rd 45 

Polit. Econ., General Economics, J^ unit 3rd or 4tih 47 

Mathematics 

Algebra, Advanced, yi unit 3rd or 4th 37 

Arithmetic, High School*, J4 ■^th 81 

Geometry, Solid, ^ unit 3rd or 4th 38 

Trigonometry, Plane, ]/2 unit 4th 38 

Miscellaneous 

Common School Courses Eighth Grade 83 

Bible Study, J/^ unit 33 

Domestic Art U, y2 unit 2nd 72 

Drawing, Mechanical II, ^ unit 2nd or 3rd 73-74 

Pedagogy*, J.^ unit 3rd or 4th 81 

Psychology*, ^ unit 3rd or 4th 81 

Senior Grammar*, J^ unit 4th 82 

Science 

Agriculture*, One unit 69 

Bacteria, Yeasts and Molds, l4 unit 67 

Botany I*, V?. unit 1st or 2nd 53, 56 

Botany II*, V^ unit 1st or 2nd 53, 57 

Chemistry 2nd or 3rd 51 

Domestic Science II, yz unit 2nd 72 

General Science 61 

Geography, Physical, 14* or one unit* 1st 61 

Geology, EL, ^ unit 2nd or 3rd 65 

Horticulture, ^ unit 1st or 2nd 69 

Physiology*, 14 unit 3rd 61 

Zoology I*, 14 unit 1st or 2nd 53, 58 

Zcclcgy II, ]/2 unit l»t or 2nd 53, 59 



*Se€ section 1, p. 23—24. 



30 HIGH SCHOOL MANUAL 



IV. SYNOPSIS OF SUBJECTS 



ENGLISH 

The courses in English have been thoroly outlined in four 
syllabi,* which aim to present the subject definitely. As these 
syllabi are complete, brief synopses, giving- the classics to be 
used, seem to be all that is necessary here. 

ENGLISH I 
One Unit 

Mcaulay's Horatius at the Bridge for brief study, followed 
by short themes to be carefully corrected and serve as a basis 
for introducing the further study of grammar. 

Capitalization, punctation and spelling based upon the 
above themes. 

Burroughs. Sharp Eyes. 

Themes and study of parts of speach. 

Hawthorne. Twice Told Tales. 

Themes and study of case, pronouns, etc. 

Dickens. Christmas Carol. 

Themes and study of paragraph structure. 

Irving. Sketch Book (Rip Van Winkle. Legend of Sleepy 
Hollow and one or two other sketches). 

Formal study of narration. 

Hale. Man Without a Country. 

Formal description. 

Letter writing. 

Figures of speech. 

Vision of Sir Launfal. 
Outside Reading. — 

Any three of the following: 

Cooper. The last of the Mohicans. 

Poe. Gold Bug. 

Warner. A Hunting of the Deer, How I Killed a Bear. 
Lost in the Woods. Camping Out. 

Dodge. Hans Brinker. 

Boys' King Arthur. 

Eggleston. Hoosier School Boy. 

Warner. Being a Boy. 

DeFoe. Robinson Crusoe, Part I. 



*A limited number of copies of the syllabi are ready for 
mailing and may be had by addressing the state high school 
inspector. 



HIGH SCHOOL MANUAL 31 



ENGLISH II 

One Unit 

Study of Words. 

Arnold. Sohrab and Rustum, critical study and themes. 

Study of sentences. 

Study of paragraphing-. 

DeCoverly Papers, critical study of themes. 

Study of narration. 

Eliot. Silas Marner, critical study of themes. 

Study of description. 

Coleridge. Ancient Mariner, critical study of themes. 

Study of figures of speach. 

Study of versification. 

Burns. Cotters' Saturday Night, To a Mouse, To a Moun- 
tain Daisy, For A' That and A' That, Highland Mary, etc., 
critical study of themes. 

Shakespeare. Merchant of Venice, critical study of themes. 
Outside Reading. — 

Any three of the following : 

Kipling. Captain Courageous or Jungle Books. 

Scott. The Lady of the Lake or Marmion. 

Shakespeare. As You Like It. 

Stevenson. Treasure Island or Travels with a Donkey. 

Goldsmith. Vicar of Wakefield. 

ENGLLSH III 
Study of The History of American Literature 

Colonial Period (1607-17651 

Reading, — 

Selections found in Old South Leaflets by John Smith, 
Wm. Bradford, Morton. Roger Williams, Anne Bradstreet, 
et al. 

Review of diction and description. 
Revolutionary Period (1765-1789) 

Reading, — 

Selections from political literature, — Jefferson, Otis, Henry, 
Hamilton, Jay. Madison, Washington, et al. 

Short poems of the times. — Tnunbull, Dwight, Barlow, 
Tf"reneau. 
Revolutionary songs and ballads. 

Selections from Benj. Franklin. 

Themes, — 
Period of Republic (1789-1910) 

Reading, — 

A few poems from Drake. Halleck, Paine, Woodworth, 
Morris, Willis. 



32 HIGH SCHOOL MANUAL 



Ten poems fom Bryant. 

Poe. Three, from Raven, Bells, Israfel, Haunted Palace, 
Ulalume ; two from Fall of the House of Usher, Masque of 
the Red Death, Descent into the Maelstrom, Domain of Arn- 
heim. 

Short selections from writers of the New England School. 

Emerson. American Scholar and short poems. 

Emerson. Concord Hymn. 

Review of Narration. 

Reading, — 

Hawthorne. Short stories selected. 

Longfellow. Short poems selected. 

Longfellow. Paul Revere or Hymn to the Night. 

Whittier. Tent on the Beach, Barefoot Boy and short 
poems selected. 

Holmes. Chambered Nautilus, and short poems selected. 

Lowell. Short poems and prose selection. 

Webster. Tw^o from First Bunker Hill Oration, Second 
Bunker Hill Oration. Adams and Jefferson, Reply to Hayne. 

Taylor. Lars. 

Whitman. O Captain! My Captain! 

Lincoln. Gettysburg Address. 

Aldrich. Baby Bell. 

Warner. My Summer in a Garden. 

Outside Reading, — 

Any four of the following: 

Hawthorne. House of Seven Gables. 

Warner. My Summer in a Garden. 

Thoreau. Succession of Forest Trees, Wild Apples etc. 

Curtis. Prue and I. 

Churchill. Richard Carvel. 

Parkman. LaSalle or Oregon Trail. 

Clemens. Tom Sawyer. 

ENGLISH IV 

One Unit 

The History of English Literature with Collateral Reading. 

Study of History of English Literature as outlined in the 
syllabus. 

Masterpieces for close, critical study, — 

Shakespeare. Macbeth. 

Milton. Paradise Lost. Books I. and II. 

Burke. Conciliation. 

Palgrave. Golden Treasury, Series I., Part IV. 

Carlyle. Essay on Burns. 

Masterpieces for outside reading, — 

Shakespeare. Julius Caesar. 



HIGH SCHOOL MANUAL 33 



Tennyson. Coming of Arthur, Lancelot and Elaine, Guine- 
vere, The Passing of Arthur. 

Two from the following, — 

Blackmore. Lorna Doone. 

Dickens. Tale of Two Cities. 

Eliot. Silas Marner. 

Mrs. Gaskell. CraAvford. 

Scott. Ivanhoe. 

Thackeray. Henry Esmond. 

Study of rhetorical principles. 

If this course is taken up as third year high school work, 
the special Avork in rhetoric should be Exposition ; if, however, 
as recommended, this course is taken up during the fourth 
year, the special advanced work in rhetoric should be Argu- 
mentation. 

BIBLE STUDY 

One-half Unit 

This half-unit of credit is allowed on passing state examina- 
tion and without regard to how preparation was made. A 
syllabus on this subject may be had by addressing Mr. Wal- 
ter Snow, Fargo, N. D. 

LATIN 

Pupils should be held strictly to the use of clear idiomatic 
English in their translations, though they should be led from 
the start to notice carefully the Latin order of words and to 
comprehend the thought in that order. 

In the reading of the Latin text the teacher should see not 
only that each word is correctly pronounced but also that the 
words are properly grouped. He should strive to teach in- 
telligent, expressive reading. The Roman method of pro- 
nunciation should be used. 

LATIN I 

One Unit 

Latin Grammar and Easy Latin Prose 

As the work of this year is fundamental, it is of the utmost 
importance that it be accurate and thorough. The aim should 
be the acquisition of a vocabulary of a few hundred words, a 
thorough mastery of the regular and most common irregular 
forms, and a firm grasp of the more usual constructions. To 
accomplish this, constant review, oral and written, is ne- 
cessary. Therefore, when the declensions, the conjugations 
and comparisons have been studied, there should be frequent 



34 HIGH SCHOOL MANUAL 



practice in the declensions of nouns, pronouns and adjectives, 
in the conjugation of verbs, and in the comparison of adjec- 
tives and ad\erbs. Much of this can be done in connection 
with the work in composition, the pupil being- asked to write 
a sentence on the board and to decline a noun and pronoun 
and give a synopsis of a verb in the sentence. All long vowels 
should be marked in all written work. After the first two or 
three lessons, translation, oral and written, from Latin into 
English, and from English info Latin should form an im- 
portant part of every realaHon. Nor should the teacher re- 
strict himself to the sentences in the text book; he should 
compose a large number himself, making repeated use &i 
those words and constructions which it is most necessary for 
pupils to know. Word formation should receive some atten- 
tion. 

LATIN II 
One Unit 

The reading matter of this year may consist entirely of 
Caesar's Commentaries, or a somewhat freer and wider course 
may be given. Tw^o independent examinations are furnished 
so as to accommodate schools following either plan. The 
courses are as follows : 

(a) "Caesar." The first four books of Caesar's Gallic War. 

(b) Selections from Caesar equivalent in amount to two 
books, and selections from Viri Romae and Nepos and. per- 
haps, other prose equivalent to two more books. 

With either reading course the following suggestions 
should be carried out : 

1. Reading of Latin aloud, and translations into clear, 
idiomatic English. 

2. The syntactical relation of each word should be under- 
stood, and the thought fully comprehended; principal parts 
of all verbs memorized ; frequent practice in the declension of 
nouns, pronouns and adjectives, in the conjugation of verbs, 
and in the comparison of adjectives and verbs. This giam- 
matical work should receive great emphasis. 

3. The life of Caesar; the geography of the country; the 
organization of the Roman arm\-. and the Roman art of war; 
all other subjects necessary for an understanding of the text 
read. 

4. A careful, thoro re\ic\v of the forms and Avord-formation 
should be made, and a sA'stematic study of syntax should be 
begun. 

5- Latin Camp sition at least once a u'ee.^. Sight reading. Me- 
morizing of noteworthy pasages. 



HIGH SCHOOL MANUAL 35 

LATIN III 
One Unit 

Cicero's orations: In Catilinam. De Imperio Pompei, and 
Pro Archia, six orations in all. 

I, 2 and 5 OS in the second y^ear. 

3- The life of Cicero ; the history of his time ; Roman ora- 
tory ; Roman government; all other subjects necessary for an 
understanding of the text read. 

4. The systematic study of syntax continued. 

6. A careful study of the structure of each oration, but 
especially of the De Imperio Pompei. 

LATIN IV 

One Unit 

The first six books of Vergil's Aeneid. 
I, 2 and 5 OS in the second year. 

3. The life of Vergil ; all subjects of a geographical, ar- 
chaeological, mythological or other nature necessary for an 
understanding of the text read. 

4. A study of the poetic forms and constructions met in the 
text. 

6. A study of the structure of the Dactylic Hexameter and 
careful attention to the correct reading of it. 

FRENCH I AND II 

An outline of the courses in French may be had by making 
application to the inspector. 

GERMAN I 

One Unit 

The first few weeks of the study of German are critical. 
Every efifort should therefore be made that the students ac- 
quire a perfect pronounciation. Drill must be the slogan — 
ceaseless and untiring drill, individual and in concert. Explain 
the physiology of sound production. Use phonetic transcrip- 
tion to keep the teacher's and the pupils' pronounciation up 
to grade. Assign to pupils no home study without having 
previously prepared the work thoroly in the class. Insist that 
the vocabulary be mastered. Insist that the points in the 
grammar are understood and that the principles can be ap- 
plied, not onl)'- in paradigms but in complete sentences, — in 
other words, teach lebendige Grammatik- Use dictation exer- 
cises, lasting, at the most, ten minutes, at least once each 
we^k. Sing German songs. Teach pupils to read the German 
script, even if they are not required to write it. It is part of 



36 HIGH SCHOOL MANUAL 



their German equipment. It does its part to create Sprach- 
gefiihi. Do not teach only the German language but teach 
also something of the Germans as a great modern nation — - 
economically, politically, industrially, educationally etc. For 
this purpose select some simple reader which deals with Ger- 
man life, rather than some of the many pathetic tales that are 
frequently read. See to it that readers and grammar are 
thoroly modern and up to date. Memorize : O Tannenbaum ; 
Heine's Du bist wie eine Blume, and Die Lorelei; Goethe's 
Das Heidenroslein. Afaster the essentials of grammar and 
read one hundred pages of graded prose. Make German the 
main medium of expression in the class room. Rennember 
the words of Goethe: Das ^^''gs bedenke, mehr bedenke Wie. 

GERMAN II 
One Unit 

Review the Grammar thoroly. Read much aloud. Translate 
only the dif^cult parts of the lessons. Let no faulty pro- 
nounciation pass uncensured. Read at least one text that 
deals with German life. (Most of the book companies have 
recently gotten out some excellent texts of this kind.) It is 
essential that our students should have a correct notion oi 
the Germans of to-day. Give composition work once a week. 
Give dictation exercises of fifteen minutes once a week. Have 
oral reproduction of short anecdotes and short stories. 
Memorize : Die Wacht am Rhein ; EichendorfT's Das zer- 
brochene Ringlein ; Goethe's Der Erlkonig; Uhlands's Das 
Schlosz am Meer. Sing German songs. Read two hundred 
pages of grader prose. 

Aside from the text on German life, selection may be made 
from such text as : Seidel's Aus goldenen Tagen ; Fromnael's 
Mit Riinzel und Wanderstab ; Wildenbruch's Das edle Blut ; 
Baumbach's Der Schwiegersohn : Raabe's Else von der 
Tanne : Haufif's Das kalte Herz. 

ELEMENTARY ALGEBRA 

One Unit 

At the beginning there should be a short treatment of this 
subject in such a manner as to make its relation to arithmetic 
as close as possible. Throughout the course it should be shown 
that_ the definitions and principles of arithmetic with some 
extension of meaning hold true in algebra. At the outset the 
pupil should learn that in algebra he is dealing chiefly with 
number and that each letter or combination of letters C^'g"^" 
braic expression) represents a number. The first problems 
should be such as mav be solved as an exercise in either arith- 



HIGH SCHOOL MANUAL 37 



metic or algebra and should be solved both ways. Problems 
that may be solved by the use of a linear, or simple, equations 
should be placed early in the course. 

After the above preliminaries are completed, the following- 
topics should be treated. The order in which many of them 
are taken up is not important : Positive and negative numbers. 
Axioms. Addition. Subtraction. Signs of aggregation. Mul- 
tiplication. Division. Special products. Factors. Highest 
common factor. Lowest common multiple. Fractions in alge- 
bra. Fractional equations. Simultaneous equations of two 
and three unknown numbers. Involution. Evolution. The 
simpler work in negative, literal, fractional and zero expon- 
ents. The simpler work in radicals, and radical equations. 
Graphic solutions. Pure quadratics. The simpler work in 
affected quadratics — solutions by completing the square and 
by factoring. Problems in simultaneous quadratics — two un- 
knowns. The simpler Avork in ratio and proportion. 

The following topics are not included in this course : 
Highest common factor by continued division. Simultaneous 
equations involving four or more unknown numbers. Inde- 
terminate equations. Inequalities. The factor theorem. The 
more involved Avork in radicals, quadratics and ratio and 
proportion. The theory of exponents. Imaginary numbers. 
Equations in the quadratic form. Theory of the quadratic 
equation. Cube root. 

ADVANCED ALGEBRA 

One-half Unit 

This course includes the following topics : General prin- 
ciples of the fundamental processes. Signs of aggregation. 
Equations. Factoring. The factor theorem. Highest common 
factor, including the process by continued division. x\lgebratc 
fractions. Simultaneous equations. Graphs. Cube root. 
Inequalities. Indeterminate equations. Theory of exponents. 
Radical equations. Imaginary numbers. Quadratics. Ratio, 
proportion and variation. vSeries. P.inominal theorem. Loga- 
rithms. 

PLANE GEO AT FT RV 
One Unit 

As presented in the ordinary text books. 

Care should be taken that the pupil gains not merely a 
superficial readiness in using the form of geometric proof, 
but also an insight into the underh ing principles of the sub- 
ject which Avill enable him to apply his knowledge rightl}. 

Varied examples involving numerical computation should 



38 HIGH SCHOOL MANUAL 



be given, and occasional brief practice in drawing to scale 
will perhaps be found helpful. 

Efifort should be made through abundant work in original 
exercises and otherwise to develop in the pupil a prompt and 
mdependent facility in geometrical reasoning and proof, in 
constructions and in computation of problems involving 
mensuration. 

SOLID GEOMETRY 
One-half Unit 

The course as given in the usual text books in solid geo- 
metry. 

The suggestions given above for plane geometry may also 
be observed in teaching this subject. 

PLANE TRIGNOMETRY 

One-half Unit 

The definitions and relations of the six trignometric lunc- 
tions as ratios; the use of tables and the elementary theory 
of logarithms: the solution of right and oblique triangles and 
considerable practice therein ; the proof of inaportant formulas 
for the solution of triangles, for the ratios of the sums and 
difference of angles and for other trigonometric transforma- 
tions; some practice in such trignometric transformations and 
verifications of identities as are given in the ordinary text 
books. 

HISTORY 

General history as a one-year course, and ancient and 
modern history as a two-year course, are in part duplicate 
subjects; therefore, a pupil who receives credit in general 
history shall not receive credit in ancient or modern history, 
and vice versa. Pupils should pursue general history or both 
ancient and modern history. 

GENERAL HISTORY T 
First Semester 
One-half Unit 

General history is a full-3'ear course beginning with the 
earliest civilization in the East and extending to the present. 
The study will cover the same ground as ancient and modern 
history, but less intensiveh'. The work is divided into two 
semesters and one-half unit credit is given for each semester's 
work. 

The first half of the year's study begins with the earliest 



HIGH SCHOOL MANUAL 39 



civilization and extends to the rule of Charlemagne, or 8oo 
A. D. The work should begin with a brief sketch of Egypt, 
the Mesopotamia Valley, and the kindred peoples, then the 
larger portion of time is given to a study of Greece and Rome. 
Some texts devote several preliminary pages to the races of 
mankind; where this is the case the text should be followed 
and the races and families fixed in mind. 

The following topics should be treated: The far East, 
India and China; the races, dynasties, religion, education- 
literature, writing, and the like. 

Egvpt: the physical features and climate, the dynasties, 
the people, their religion, social life, and industries, their 
monuments and contributions to civilation. Som'e up-to-date 
treatise should be consulted on these topics. 

The Semitic people: 

a. Early Babylon. The development and union under in- 
dustrial development, conquests, and decay. 

b. Assyria. Contrast with Babylonia, the people, religion, 
institutions, and industries. Note also the warlike attitude of 
the two. Assyria became the first world power: compare her 
government and rulers with those of Babylonia. Note any 
scientific contributions to civilization. INIake a careful study 
of the development of the City State, its origin and develop- 
ment into a nation. 

c. Later Babylonia. Note all the tribes and people con- 
cerned in thi< idngdom : the Medes, Persians, Syrians, He- 
brews. Lvdians. and others. The international relations arc 
complicated. Babylon is recognized as the greatest kingdom. 

d. The Hebrews. Their early history should be learned: 
the longing for a land or home free from external influences. 
A study of their laws and government might profitably be 
made. Note also their domestic life, religion, and relation to 
other nations. They developed no art or science; why? Their 
contribution to civilization was a religion. 

e. The Phoenicians. The position of their country led to 
a new industry— commerce. Eind some historical associa- 
tion with their' capital cities. Tyre, Sidon, also the Cedars of 
Lebanon. Their greatest work and contribution was the 
colonization of new territories and the development of an 
alphabet. 

In the above outline of study it is not intended to follow 
all the warlike expeditions, qaurrels, and international dififi,- 
culties. These will serve only to form a background. Nor 
should the class dwell upon individual lives except as they 
are a part in the great moulding process. Follow carefully 
the civilizing influences; note the institutions of art, culture, 
and the various industries. It should be observed that the 



40 HIGH SCHOOL MANUAL 



Semitic peoples have contributed to the world their religions, 
and the contrilnition of the Hebrews — the Christian religion 
as set forth in the Bible — is the crowning work of all the 



races. 



The Persians. Note their race, government, rulers, rapid 
development till they have absorbed Asia Minor. Study tlie 
plan of exjiansion. of the building of roads, houses, etc. An 
important feature in their life it their religion, due to their 
contact with Greece. Their military campaigns are of small 
moment, except, perhaps, against Greece. Contrast their life 
with that of the Assyrians. Hebrews, etc. 

Grecian History 

The Beginnings of Greece, The Greek people, the different 
tribes, their early language and traditions. The land, its 
significance. The legendar)- periods: the Homeric and My- 
cenian ages : the culture of these periods. 

The Greek City State, 700-500 B. C. The political growth 
and expansion thru sending out colonies. The typical city 
states — Athens and Sparta. The growth of Athens as a de- 
mocracy, a monarchy, an olagarchy, a tyranny-democracy. 
The growth of Sparta, a monarchy. The social and economic 
conditions in the two cities. The Graeco-Persian wars, cause 
and results (details not necessary). 

Struggle for Supremacy in Greece. The Athenian su- 
premacy; her naval policy — the Delian League. Pericles, his 
office, work, and influence. Spartan supremacy, cause, re- 
sult. Theban supremacy. Relation of states, attitude toward 
democracy. Macedonian supremacy. Political life in Greece, 
Leaders. 

Union of Greece and the Orient. The Conquest of Alex- 
ander, his empire. Spread of Greek culture and its influence. 
Division of his kingdom. 

Greek Architecture, Painting, and Sculpture. Their de- 
velopment and influence upon the world. Literature, epic 
and lyric poetry, their development. The drama and its de- 
velopment. History, oratory, philosophy, the diflFerent 
schools and leaders. The underlying principles of each 
Sciences, the Gi'cek' crtntribution to civilization. 

Hellenic and Hellenistic Culture. The social life of the 
people. Spread to the East. The Achaean League, its origin, 
constitution, growth, conflict with Sparta. Final decline. 

Little or no emphasis should be placed upon the following 
topics: The domestic strife and civil wars, except to note that 
Greece could never unite and hence was destined to be ab- 
sorbed by a greater power ; the foreign wars and internationa.* 
affairs, except as other nations came under the influence of 



HIGH SCHOOL MANUAL 41 



Greek culture ; the Legendary and pre-historic periods, except 
as introductory ; the numerous gods, except as inffuencing^ 
their social life. 

Roman History 

The land: geographical unity, position, and extent. The 
people: mingled races: Italians. Greeks, Cauls. Etruscans, 
etc. 

Traditional Origin: how founded, growth, etc. Growth of 
city of Rome. Patricans and Plebians. Units: Family, 
clans and gens. tril)es. city state, nation, and empire. 

The Republic, Development of a constitution, class 
struggle, the patricians, plebian assembly, the political and 
social fusion. Unification of Italy under Roman rule.. Sub- 
jects: Latin colonies, praefectures, allies. Bonds of union, 
patriotism, language, government. Punic Wars: occasion, 
Carthage a growing power, final struggle, Scipio and Hanni- 
bal, results. Conquest of East and West Mediterranean lands. 
World Empire. .Evils: luxury, gladiatorial games, etc. Greek 
culture and wealth; ])olitical. economic, and social results. 

Transition from Republic to Empire. The Gracchi, at- 
tempts at reform, Agrarian laws, economic and political re- 
form, land lavv^s. 

Military Rule, ^^'ar with Jugurtha (senate corrupted). 
The Cimbri, and Teutons. Marius and Sulla. The social 
war, massacres and proscriptions. (Details not necessary. 
Observe the patriotism shown.) 

Growth of Imperialism. Pompey, Caesar, and Crassus, the 
triumvirate, rise of Caesar, fall of Pompey. Caesar's con- 
structive work, reform in provinces, clemency, land laws, 
character of Caesar. 

The Empire. Augustus: Character, rule, w^orld peace, re- 
sults. The Julians : Character of rule, stability of govern- 
ment. The Flavians. The Antonines. A World Empire. 
The later development of art, science, culture, and literature: 
their worth. Government: municipal, provincial. The Army, 
its organization provincial and local. 

Education, Universities, grammar schools, and elementary 
schools. Religion, pagan and Christian ; persecutions under 
Nero, Diocletian, and Marcus Aurelius. 

The Christian Church. Its organization, growth under 
Constantine. The division of the kingdom west and east. 
Struggle with the barbarians. 

The Dissolution of the Roman Empire. The Teutonic in- 
vasions : East Goths. West Goths, their demands, results; 
the -Huns; the Vandals: the Frank's. Clovis ar.d his sue- 



42 HIGH SCHOOL MANUAL 



cessors. I'he fusion of Teuton and Roman culture. The 
Mohammedan peril : lieginning, spread, check at Tours. 

The Papacy. Development, temporal powers. The Franks 
and the popes, Charles Martel, Pippin, Charlemagne's King- 
dom, expansiim, consolidation. Social and political condi- 
tions. Charlemagne crowned 800 A. D. 

GENERAL HISTORY II 

Second Semester 

One-half Unit 

In the study of modern history care should be taken to 
follow institutional and national de^'elopment. in which the 
germs of our own institutions, government, and society may 
be found. Place special emphasis upon the following topics : 

A survey of the world in 800 A. D.. Charlemagne's suc- 
cessors. The Treaty of Verdum, 843 ; division of the king- 
dom. The new barbarian attack — Slavs, Norsemen, Huns — 
results. Feudalism, causes, extent, elements: land tenure 
and military service. Results in Western Europe, commerce, 
literature, social life. 

France from the Treaty of Verdun to the twelfth century: 
the organization and development of the kingdom. 

Germany, development, growth, rulers. The Holy Roman 
Empire, origin, extent, result. The struggle between the em- 
perors and the pope. Growing jealousy. Hildebrand; Inno- 
cent III.; Henry IV., etc. 

The Crusades. Conditions in East before crusades. The 
Mohammedans, their attitude. The Turks, opposed to the 
Pilgrims. Results of crusades — developed commerce, uni- 
versities, trade. The rise of towns. The guilds — merchants 
— trade. The new monarchies, centralized power. England, 
France, Spain. Germany. Scandinavia. Switzerland. Nether- 
lands, their struggle, rapid growth, and relation to foreign 
forces. Note their growth after the crusades. 

The Renaissance. The nature and development of new-old 
ideas. The new learning, medicine, art, philosophy, literature. 
Some leaders of the movement: Dante. Petrarch, and others. 

The Protestant Reformation. .Luther, his life and work, 
his precursors. Counter Reformation in the Catholic Church ; 
results. A centurv of religious wars, Protestant and Ca- 
tholic. 

England in the Seventeenth Century. Civil wars, causes 
and results. The Tudors. character, work, development, etc. 
The Stuarts, idea of government, religion. Civil war and the 



HIGH SCHOOL MANUAL 43 



commonwealth; Cromwell and the Puritans; the Restoration; 
Revolution; a constitutional monarchy. 

General European Development, Louis XIV. of France. 
Leadership of France. Social and economic conditions. The 
extravagant court. Russia: Peter the Great; expansion; in- 
troduction of Western ideas. Prussia: A military power; 
expansion and influence over Europe. England: expansion 
and industrial development ; leaders and inventions. 

The French Revolution. Existing conditions before. Con- 
stitutional monarchy; Republic, Reign of Terror; the Di- 
rectory; the Consulate and Empire. Napoleon and his regime: 
reaction. Congress at Vienna, rearrangement of territory, etc. 

France since 1815. The Divine Monarchy to 1830. Con- 
stitutional Monarchy, 1848; Republic, 1842-52; Empire, 1870; 
Republic. 

Central Europe since 1848. General revolution of 1848; 
cause. Spread of democracy. Unification of Italy ; her 
leaders; result. Unification of Germany; leaders; circum- 
stances. Austria-Hungary; struggles and union. 

Growth of Small States in West. Spain, decline in power. 
Portugal, changing government. Holland, commerce, rival 
of England. Belgium, government and development. Switzer- 
land, origin and growth. The Scandnavian Kingdoms — Nor- 
way. Sweden, Denmark — government, industries, people. 

England's Later Development. Political reforms ; legis- 
lative and social reforms; union with Ireland and Scotland. 
The Irish question. Her colonial system and colonies. Con- 
stitutional development. 

Expansion into Africa and Asia. The partition of Africa. 
The Boer War. The awakening of the East. The modern 
problems. Other topics to note and dwell upon are the Magna 
Charta, the discovery of America, the relation of Europe to the 
Colonies and to the United States, and the like. 

Little stress should be laid upon w^ars and battles, cam- 
paigns and domestic strife, except where a national existence 
is at stake — as in French Revolution. Even then the details 
are not necessary. Individuals need not be studied except in 
rare instances. The learning of the rulers of each country is 
unnecessary. Know something of the great rulers, however. 
The same holds true with dates. Some eighty or more dates 
should be known as landmarks. 

REFBRANCE AND SUPPLEMENTARY BOOKS 

L Works covering the whole Period: 

James Bryce, "The Holy Roman Empire". 

E. F. Henderson, "A Short History of Germany", 



44 HIGH SCHOOL MANUAL 

J. TT. Rol)inson. "Readinos in European History". 2 vola, 

II. Ancient Period: 

Bulfinch. "Age of Fable, or Beauties of Mythology". 

Church, "vStorv of the Odyssey". 

Church, "Story of the Iliad". 

Gulick, "Life of the Ancient Greeks". 

Pelham. "Outlines of Roman History". 

Ihne, "Early Rome". 

III. Mediaeval Period: 

G. B. Adams. "Civilization During the Middle Ages". 
Charles Bemont and G. Monod, "Medieval Europe". 
Emerton, "Mediae\al Europe". 
Charles Seignobos. "The Feudal Regime". 
J. .\. Svmonds. "A Short Historv of the Renaissance in 
Italy". 

IV. Modern Period: 

August Fournier. "Life of Napoleon the First". 

Gustav Freyton. "IVfartin Luther". 

Bertley M. Gardiner. "The French Revolution". 

S. R. Gardiner. "The Thirty Years War" 

Green, "Short Historv of the English People". 

T. B. Macaulv. "Frederick the Great". 

J. L. Molley. '"Peter the Great". 

Frederick Seebohn. "The Era of Protestant Revolution". 

Freeman, "William the Conqueror". 

ENGLISH HISTORY 
One-half Unit 

The location and physical conditions of England. The effect 
of the fusing of populations on the formation of English in- 
stitutions. The growth of political institutions as conditioned 
by the economic changes and social stratification. The Re- 
formation in England. The industrial revolution, social 
letgislation and reform since that time. An interesting book 
of about 400 pages should be used as a text. 

ANCIENT HISTORY 
One Unit 

Ths full }^ear course in ancient history should l)e much more 
comprehensive than that contemplated for the first half of the 
course in general history. It should begin with a brief sketch 
of the oriental nations in order to show how our civilization 
began in the East, and how these peoples affected the larger 
nations of Europe. The Greek history should be more care- 
fully studied. The pr'icipal emphasis should be laid first, upon 



HIGH SCHOOL MANUAL 45 



the making of the two leading states of Greece — Sparta and 
Athens ; second, upon the achivements of the Greeks outside 
their own narrow land, as seen in their great colonizing move- 
ments, their wars with Persia and the efifort of Athens to 
build up a world empire ; and third, upon the conquests of 
Alexander and the period that followed in which Greek ideas 
dominated the whole eastern world. 

The Roman history should be studied with a view to bring 
out the dominant elements in the character of the people, their 
party strife in the evolution of their constitution, the great 
period of territorial growth and conquest, and last and most 
important of all, the unification of the world by the Roman 
roads and bridges, the Roman legions and the Roman law. 

The era of the great migrations; the rise of the Prankish 
Kingdom ; Charlemagne. To 800 A. D. 

MODERN HISTORY 
One Unit 

From 800 A. D. to the present time This should be a much 
more comprehensive course in European history than that 
comtemplaed for the latter half of the course in General Hi- 
story. A book of 500 to 700 pages should be used as a text 
and it should be amply supplemented. 

ADVANCED UNITED STATES HISTORY 

One-half Unit 

For a complete treatment of this subject please see the 
syllabus compiled by the special committee. This syllabus 
and a syllabus of a half unit in civil government, compiled by 
another special committee, may be had by addressing the 
Examiner, University, N. D., and enclosing 20 cents per copy. 
The two syllabi have been printed and bound in a single 
volume and the stock is kept at the examiner's office. 

CIVIL GOVERNMENT 

One-half Unit 

Syllabus: — The State High School board has published a 
syllabus giving a detailed outline of the work to be covered. 
Please consult this syllabus.* A general statement of the 
work is as follows : — 

I. Aim. — The aim of this course is two-fold: d) to stim- 

*Address: Examiner, University, N. Dak., and enclose 20 
cents per copy. 



46 HIGH SCHOOL MANUAL 



ulate the pupil's interest in g-overnment activities; (2) to 
impart information concerning these activities. The ultimate 
results of this course, if properly taught, will be the creation 
of civic intelligence, the application of this civic intelligence 
to the problems of community welfare, and the assumption by 
the young citizen of his proper responsibility for understand- 
ing dif^icuties, locating defects, and aiding in the administra- 
ton of our government. 

2. Methods Suggested.— (i) Text. (2) Collateral. The 
text book must form the backbone of the course. Select a 
proper text, dealing with both our state and nation, and have 
the pupil master it thoroly. The collateral work is also very 
important. The following lines of collateral work are sug- 
gested : Library readings and reports on assigned topics ; 
debates; current-events discussion once a week; visit to 
local institutions ; visit to local meetings, such as town meet- 
ings, city council meeting, county commissioners' meeting, 
session of court, etc. ; a classified collection (in form of a 
Scrap Book or some similar permanent form) of printed 
matter and pictures pertaining to civil government. One 
newspaper or magazine dealing with good govrnment, should 
be taken by the school. Devote about half of the time to the 
study of national government, and half to the study of state 
and local government. The study of national government 
should precede the study of state and local government, since 
the federal government is the general type followed by the 
state, and, to a certain extent, by some divisions of local 
government. 
Reading References. — 

A. On North Dakota: 

1. Boyle. Government of North Dakota, American Book 
Company. This book covers both state and nation, and 
is designed especially for North Dakota high schools. 

2. North Dakota Blue Book. Issued biennally by the 
Secretary of State, Bismarck. This is a good reference 
book to use with the above text. 

B. General work on civil government. The following six 
books constitute a model "Ten Dollar Library in Civics", and 
as such they are worthy of a place in the high school library. 

I. 2. Bryce. The American Commonwealth. 2 vols.. 1910 
edition. Macmillan. 

3. Hart, Actual Government. Longmans. 

4. Harrison. This Country of Ours. Scribners. 

5. Beard. Readings in American Government. Macmillan. 

6. Willoughby . Rights and Duties of American Citizen- 
ship. American Book Company. 



HIGH SCHOOL MANUAL 47 



C. Newspapers or Magazines : 

1. Among- the general periodicals, these four are recom- 
mended : — 

Outlook. New York, $3.00. 
Independent. New York. $3.00. 
Survey, New York, $3.00 
Review of Reviews, $3.00. 

2. Among the special periodicals, the following two are re- 
comended : 

Annals of the American Academy of Political and So- 
cial Science. Philadelphia, $5.00. 
National Muncipal Review. Philadelphia, $5.00. 

POIJTICAL ECONOMY 
One-half Unit 

The objects of this course are two-fold: — (i) It aims to 
create and stimulate in the pupil an intelligent interest in the 
economic life of his immediate neighborhood, and his county, 
state and nation. This is essential, since economic or material 
prosperity underlies any advance in civilization. (2) It aims 
to give the pupil the mastery of a few sound economic prin- 
ciples. The larger part of the time should be devoted to a 
mastery of underlying economic principles which are now 
accepted as axiomatic. Great care should be exercised in the 
study of economic questions. The purpose of the course is 
to ofifer sound principles illustrated by concrete examples. 

This course should begin with a survey of the industrial 
stages through which civilized society has passed. This 
should be followed by some consideration of the industrial 
history of the United States. The greater portion of the w^ork 
on the course should be put on : Consumption of wealth ; pro- 
duction of wealth ; definition and factors : exchange, money, 
banking and credit, international trade, tariff, distribution- of 
wealth, rent, interest, profit, wages, review of fundamental 
concepts, namely : — wealth, capital, value, utility. If time 
permits, some economic problems, such as public finance and 
socialism, may be studied. 

A good text should be chosen, and mastered. Collateral 
work sufficient to illustrate all the principles of the text 
clearly, should be employed. This can be found in part in the 
free government publications mentioned below, in part by 
observing the economic life of the community and reading the 
public press. 

Reference Library: — 

1. Ely, Outlines of Economics. 

2. Adam Smith. Wealth and Nations. 



48 HIGH SCHOOL MANUAL 



3 



McVey, ^lodern Industrialism. 



4. White, Money and Banking. 

5. Moody, The Truth About the Trusts. 

6. Ripley, Trusts. Pools and Corporations. 

7. Adams and Sumner, Labor Problems. 

8. Taussig, Tariff History of the United States. 

9. Coman, Industrial History of the United States. 

10. Dewey, Financial History of the Unied States. 

11. Johnson, American Railway Transportaion. 
3 2. The World Almanac. 

13. The American Yearbook. 
Free Publications of the United States Government : — 

1. Statistical Abstract of the United States. Issued annu- 
ally by the Department of Commerce and Labor, Wash- 
ington, D. C. 

2. Bulletin of Bureau of Labor. Published at irregular 
intervals. 

^. Annual Reports, Bureau of Labor. 

4. Special Reports, Bureau of Labor. 

5. Annual and Special Reports, Commissioner of Corpora- 
tions. Good material on the "Trust question." 

6. Reports on Good Roads. Division of Good Roads, De- 
partment of Agriculture. 

PHYSICS 
One Unit 

The study of physics in the high school should be a study 
in "natural philosophy" rather than a course in applied ma- 
thematics. It is a difficult matter for many students to un- 
derstand the language of mathematics, even in its simplest 
forms, but all can appreciate and reason about the wonderful 
phenomena usually studied in the subjects of physics. Often 
times the zealous teacher gives a course much too technical, 
forgetting that the mathematical relations involved are 
alw'ays carefully studied in college in courses of study need- 
ing such preparation. The high school course is one to de- 
velop the appreciation of phenomena rather than the ability 
to apply the theory in practical problems. 

The expression of physical facts in formulae is, in general, 
not a help to the understanding of the student unless a careful 
study is made of the application of the formulae. In as much 
as the opportunity for such study in the high school course is 
quite limited, it is recommended that the teacher be very 
careful in the selection of such formulae and in the assign- 
ment of problems involving their use. The teacher has an 
ever present problem in the selection of the work and the 



HIGH SCHOOL MANUAL 49 

accc'm,pa«ying outlines is prepared to assist in simpyfying 
this problem. 

Minimum Requirements 

1. The course in physics shall consist of at least 216 periods 
of forty minutes (in the clear) each of assigned work (i e., 
six periods per week for 36 Weeks). 

2. The work shall consist of three closely related parts, 
viz., class work, illustrated experiments in the class room, 
and laboratory work. 

3. The class work shall include the study of at least one 
standard text 

The required units are, foot, inch, centimeter, meter, kilo- 
meter, second, pound (weight), dyne, foot-found, horse- 
power, gram, gram-weight, gram-centimeter, kilogram, 
caloire, ampere, volt, ohm, watt, kilowatt. 

One of the most important features of the text book study 
should be the discussion of practical applications of the vari- 
ous principles studied. The applications in agriculture, in 
manufacture, in commerce, in construction, in engineering, 
and in the various conveniences and necessities of life, should 
be continnuously kept in mind. In this connection the teacher 
will find a book entitled "Physics of Agriculture," by F. H. 
King, to be a very helpful work. 

The accompanying partial list of such applications will be 
suggestive and will indicate what is expected : 

Uses of guy wires, influence of weight of draft horses. 

Efifect upon hauling of size of wheel, of condition of road, 
of steep grades. 

Atmospheric pressure and pumping, breathing, milking 
machines and soil breathing. 

Balloon. 

Laundrv' drier, cream separator, steam engine governor, 
banking of railway curves, centrifuge. 

Capillary action in lampwick, sponge, in the soil, and in 
plants. 

Levers ; whippletree, platform scales, two, three and four- 
horse evener, bones of the body, claw hammer, scissors, 
crowbar. 

Law of machines ; windlass, bicycle, treadmill, use of belt- 
ing, gears capstan, horse power sweep. 

Recoil of guns. 

Wedge, jack screw, screw press, bench vise, plow. 

Hydrometer, lactometer. 

Osmose with plant and animal menbranes. 

Pneumatic tire. ^ 

Lubrication, ball bearing, "hot box." ^ 



50 HIGH SCHOOL MANUAL 



Metods of heating- and ventilating buildings. 

Heat of vaporization ; cooling effect of perspiration, of 
sprinkled floors, of evaporating liquids. Ammonia ice plant. 

Use of non-conductors of heat in tea pot handles, pokers, 
flatirons, etc. 

Clothing. — transference of heat. 

Water and air cooling of gas engines, construction of gas 
engine radiators. 

Specific heat, hot water bag. foot warmers. 

H'eat of fusion, ice as a refrigerating agent, ice bag. etc. 

Disadvantage of green wood for burning. 

Expansion of rails, fitting of steel wagon tire, regulation of 
clocks and watches for temperature. 

Principles of sound illustrated in cornet, violin, piano, etc. 

Differences of quality in different instruments. 

Magaphone. 

Phonograph. 

Camera, projection lantern, head light, telescope, micro- 
scope. 

Use of prism in lighting stores and basements b\ window 
and pavement construction, and in field glasses. 

Colors of oil films, mother of pearl. tarnishe<l brass, etc. 

Illumination of rooms. 

Electromagnet as a clutch, as a lifting device, as used in 
sounders and relays in telephony and telegraphy, and in elec- 
tric bells. 

Electroplating. 

Magneto — in telephony, and in gas engines, high and low 
tension. 

Induction coil, telephony, transformer, gas engines. 

Lightning conductor construction. 

Danger of wire fence to live stock. 

4. At least two periods per week should be devoted to 
laboratory work, and these periods should be consecutive. 
Whether or not two periods are necessary for an experiment 
depends upon the amoimt of written work required in the 
laboratory as well as upon the character of the experiment 
itself. 

5. In the laboratory the student shall perform at least 34 
individual experiments and keep a careful notebook record of 
them ; 20 of these experiments should be quantitative. The 
notebook will be required by the examiner. 

Each of the 20 should illustrate an important physical 
principle and no two should illustrate the same principle. In 
no case should an experiment be selected which occupies 
more than two periods. Emphasis should be laid upon the 
conclusions to be deri\-ed and the discussion of the important 



HIGH SCHOOL MANUAL 51 



features of the experiment. F'rom ii to 13 of the experiments 
should be in mechanics, and the remainder should be devided 
in approximately equal numbers among heat, electricit}'^, 
sound and light. The selection of the experiments should be 
upon the most important tO])ics. 

Reference and Supplementary Books : 

Cajorie, Florin. History of Physics. 

Carhart and Chute. First Principles of Physics. 

Crew and Tatnall, Laboratory Manual of Physics. 

rXincan, R. K., New Knowledge. 

Hoadl}^ Elements of Physics. 

Mann and TavIss. Physics. 

Millikan and Gale, First Course in Physics. 

Millikan and Gale, A Laboratory Course in Physics. 

Twiss. I.aboratory Exercises in Physics. 

CHEMISTRY 
One Unit 

The course in general chemistry should extend throughout 
the year. A very satisfactory weekly program consists of 
two forty minute periods for class work, two double periods 
for laboratory work and a third double period (preferably on 
Friday), one period of which may be used for class work or 
both periods for labortory work according to the condition of 
the work at that time. With this flexible arrangement it is 
easy to keep the class and laboratorv work properlv corre- 
lated. ' . 

The work comprises (i) Experiments performed and ex- 
plained by the teacher, (2) Individual laboratory work on the 
part of the pupil, and (3) Recitations and quizzes covering 
all phases of the experimental work as well as the supplemen- 
tary study of text and reference books. 

Naturally the vicAV-point of the teacher Avill influence his 
selection of the text, and this will determine to a large extent 
the choise of materials and the sequence of stud}^ There are 
several excellent high schools texts. Directions for perform- 
ing experiments are found in some of them, but it is more 
satisfactory to use a laboratory manual to guide the student 
in his experiments. 

Neat and accurate records of all expen'ments should be made 
by the pupil, showing clearly the objects, the methods, the 
results, and aboA^e all his own observations, inferences and 
conclusions as to the nature of the phenomena he has pro- 
duced and the meaning of it all. Pupils must not be per- 
mitted to infer that mere note book making is the end and 
aim of scientific study. This they are all too prone to do. On 



52 HIGH SCHOOL MANUAL 



the Other hand .slovenly or careless work either in the per- 
formance of experiments or in recording the results should 
not be tolerated. 

The examiner reserves the right to require that the note 
books be sent to him with the students' examination papers. 

Before beginning the detailed study of chemical phenomena 
it is an excellent practice of many good teachers to indicate to 
the beginner at the outset something of the tremendotis im- 
portance of the science in the development of modern civiliza- 
tion, and to impress upon him the fundamental relation of 
chemistry to industry as well as in the afifairs of his own daily 
life. He should realize that Physics and Chemistry are ab- 
solutely fundamental to a rational knowledge of such sciences 
as Agriculture, Biology, Physiology, Sanitation, and House- 
hold Economics. 

It is generally agreed that the study should begin with 
familiar forms of matter and familiar phenomena, but care 
must be taken to select phenomena that can be subjected to 
experiment and properly interpreted by the beginner. It is 
therefore necessary that the teacher should carefully consider 
the most natural method of approaching the subject and de- 
termine definitely the fundamentals which are to be the chief 
object of the instruction. It is also important that those w^ho 
prepare examination questions should have clearly in mind 
these same fundamentals in order that the examination miay 
fairly test the pupils' real insight and ability to interpret 
chemical phenomena, rather than his ability to memorize a 
wide range of facts from his text. 

The essential considerations in the teaching of chemistry 
are well summed up in the following extract from the report 
of the committee on chemistry for the Commission on Ac- 
credited Schools and Colleges of the Association of Colleges 
and Secondary Schools of the North Central States. 

"(j) Technique of Experimentation. 

Properties of common apparatus in respect to structure and 
material. 

For example, how to make an apparatus air-tight and why. 

Object of such operations as washing and drying gases, 
and how the object is attained. 

Physical properties which may be tised for recognition of 
each substance and for explanation of all observations. 

Judicious use of proportions and materials. 

Influence of conditions (temperature, homogeneous and 
'heterogeneous mixture, etc.") on chemical change. 

(2) Physical Phenomena, their recognition, description and 
physical interpretation. 

(3) The more strictly chemical application of the results. 



HIGH SCHOOL MANUAL 53 



For example, inference in regard tf> the nature of a chemical 
change w'hich must have led to the result observed. 

Making the chemical equation from adequate data. 

The material basis for the above may be found for the most 
part in the employment of a restricted number of elements 
and a few of their compound'^. Facts should be simplified. 
and systematized by generalization, and generalizations 
("laws") should be illustrated and applied to familiar things. 
The usual theoretical explanations should be given as facts 
accumulate. Laws and theories derive their importance from 
the facts, not visa versa, and none should be given unless and 
until the corresponding facts have been encountered in la- 
boratory or class room experiments." 

An equipment for an elementary course in chemistry need 
not be very costly. A list of apparatus and chemicals needed 
and directions and drawings for arranging laboratory tables, 
sinks, water supplies, etc.. where water and gas are not avail- 
able, have been prepared by Dean F. J. Babcock. College of 
Mining Engineering of the State University and will be furn- 
ished by him free, on application. 

Chemistry is so fundamental to the industries and activities 
of daily life and is so essential to a proper understanding ot 
other sciences that it should be taught in every High School 
and generally elected by the pupils. 

Reference : — 

Brownlee and others, First Principles of Chemistry. 

Duncan, R. K.. Chemistry of Commerce. 

Duncan, R. K., Some Chemical Problems of Today. 

McPherson and Henderson, Elementary Chemistry. 

Remsen, Ira, College Chemistry. 

Smith, Alexander. General Inorganic Chemistry. 

BOTANY AND ZOOLOGY 

A knowledge of botan}- and zoology forms in part a proper 
basis for the study of agricuture, domestic science, human 
physiology, and physical education. Botany and zoology, 
therefore, should receive attention from all pupils in high 
school. 

The outlines given below merel}' hint at what is to be 
done; any good text-book will sugge.-t many necessaiy 
details. 

These are courses in which there should be laboratory and 
field work. The examiner, therefore, will require notebooks, 
as evidence of laboratory work. The chief features of an 
acc-eptable science laboratory notebook are: (i) drawings 
And notes made from actual field and laboratory work. — it is 
practically useless to make copies of the texts and other 



54 HIGH SCHOOL MANUAL 



books (2) numerous, large, accurate, well executed, and 
properly labeled dra\vii«gs; (3") brief, well arranged, descrip- 
tive and explanatory notes; (4) a list of all laboratory exer- 
cises and field trips, — see page 20. 

The time required for each of the four courses. — botany I 
and II and zoology I and II, — is three recitation periods and 
two double periods or the equivalent for laboratory and field 
work per week for eighteen or nineteen weeks. 

EOUIPMEXT SriTAia.E FOR THE BOTANY AND 
ZOOLOGY LABORATORY 

1. Tables at which pupils may sit and look into their micro- 
scopes and on which they may place their drawing paper 
They should not be over about 29 inches high and Avhile 
■'kitchen" tables will do. they would better be about 4 ft. by 5 
ft. or 53/< ft. These should be in a well lighted room. 

2. In general there should be one compound microscope for 
every group of two pupils and a dissecting microscope for 
each pupil in the class. A school that will usually have a 
class of six should have three compound and six dissecting, 
microscopes. Three comjiound microscopes in a small 
school should be sufficient. Some such instrument as the 
following are recommended: Bausch and Lomb compound 
microscope, catalog number BH2, objectives 2-3 and 1-6, 
eyepiece iVi inch, double circular nosepiece at about JS30.50 
to .S33.00. The Barnes dissecting microscope Bausch and 
Lomb's Catalog number Tt.. t in. double lens, at about S2.50 
to Jt2.75. 

There should be dissecting needles. (These can be made 
by setting the eye of a common sewing needle into a soft pine 
stick about the size of a pencil) ; glass slips (slides) ; cover 
glasses ; pipettes or droppers : a section razor (a common 
sharp, — but not too thin, — razor is satisfactory) ; dissecting 
knives; wide mouthed two-oz. or four-oz bottles with stop- 
pers; evaporating dishes of glass: glass jars; ene or two bell 
jars ; denatured achohol or formaldehyde ; reagents for test- 
ing for starch, etc. ; notebook paper, sharp hard pencils, pen 
and ink, and pair of small forceps. There should be apparatu:^ 
for germination of seeds. 

3. If the school is not equipped for Chemistry, there 
should be such chemicals and equipment as are necessary to 
make tests for the purpose of defining oxygen, hydrogen, 
nitrogen, carbon dioxide, sidphur, phosphorus, etc. 

4. Plant material should be collected during the summer 
and preserA'ed in 50 per cent, to 60 per cent, alchohol or dilute 
formaldehyde. Some material ma\' be had from the L^niver- 



HIGH SCHOOL MANUAL 55 



sity, from the Agricultural College or from the Woods Holl 
Laboratory, Woods Holl, Mass. Mucor, saprolegmia and 
bacteria must be grown in the laboratory. Lilac—mildew and 
wheat rust and the smuts can be collected, as can horsetail 
and many others, if taken in season. Living material should 
be used whenever possible. 

To be sure to have something at hand to work with it 
would be well to purchase 2-oz. bottles of fruiting Spirogyra, 
Nostoc, Vaucheria, Fucus. Callithamnion, Riccia, Marchantia, 
Mosses. Prothallia of Ferns, the sporophyte of Equisetum, 
Selaginella. Male and Female cones of white pine at the time 
of pollination, cones one year old. cones two years old (dry). 

In like manner material should be had for zoology, — living 
if possible ; but some will necessarily be in a presented state 
and there should be a variety of such, so that the work may 
not be stopped when the living material can not be had. Liv- 
ing amoebae can be had by express, or mail, and much other 
fresh matrial may be had in that way. 

There should be a few prepared slides (not many) : One on 
the embryo of the fern, fertilization in White pine, embryo in 
White Pine, embroyo-sac in the Lily or Iris and embryo in 
same. One of the cross-section of a leaf. Other material 
should probably be prepared in laboratory. 

These will make a good beginning, but other things will 
probably be found to be needed. 

Reference and Supplementary Books: 

1. Andrews. E. F.. Practical Course in Botany. 

2. Atkinson. G. F.. Botany for Schools. 

3. Bailey-Colman. First Course in Biology. 

4. Bergen and Caldwell. Practical Botany. 

5. Chapman, Bird Life. 

6. Clute. W. X.. Laboratory Botany. 

7. Colton. B. P.. Descriptive and Practical Zoology. 

8. Colton, B. P. Descriptive and Practical Zoology, 
Teacher's Manual. 

9. Conn, H. W., Bacteria. Yeasts, and Molds 

10. Davison, A.. Practical Zoology. 

11. Davenport, E., Domesticated Animals and Plants. 

12. Davenport, E., Principles of Breeding. 

13. Hunter. Geo. W., Essentials of Biology 

14. Jordan. Kellogg and ?Teath, Animal Studies. 

15. Jordan and Price. Animal Structures (Laboratory 
Manual). 

16. Linville and Kelly, A Text-Book in General Zoology. 

17. Linville and Kelly. A Guide for Laboratory and Field 
Work in Zoology. 

18. Parker T. J.. Lessons in Elementary Biology. 



56 HIGH SCHOOL MANUAL 



19. Sanderson. E. D.. Insects Injonrioiis to Staple Crop;^. 

20. Sharpe. R. W.. Laboratory of Biology. 

21. \\'ee(l. C. M.. Farm Friends and Farm Foes. 

BOTANY I 

One-half Unit 

If this conrse precedes Zoology T., the elementary study of 
oxygen, nitrogen, etc., should take place here. See Zoology I. 

I. Introductory: — (a) Universality of plants in regions at 
all favorable to their growth, (b) Relative members of pros- 
perous plants in deserts and extremely cold regions, (c) 
Plants upon trees and rocks and in caves, (d) Dependency of 
man upon plants. — i. for food; 2. Food for domestic animals; 
3; Clothing; 4, shelter; 5, medicine; 6, paper; 7, fuel; 8, cover- 
ing of the earth, (e) Plants not primarily to serve man, — 
timber, fruit, etc., first for their own uses, (f) Plants must 
work to live, (g) Plants must have materials and structure 
with which to work. 

II. General Structure and Ph)^siology of Plants: — (a) The 
cell, — cytoplasm, nucleus, plasmic membrane, sap cavity, 
wall, (h) Role of water in the plant. — osmose, path of trans- 
fer, transpiration, turgitity. (c) Photosynthesis. — function of 
chlorophyll, carbon dioxide, evolution of oxygen, (d) Re- 
spiration, — necessity of oxygen in growth, evolution of carbon 
dioxide, (e) Digestion, — digestion of starch with diastase 
and its role in the translocation of foods. (f)Trritability. (g) 
Growth, or assimilation. 

Laboratory: Iviving material must be used for the study 
of this section, (a) The cell,— root hairs, hairs from the base 
of the leaf of "Wandering Jew." zygnema. spirogyra. (for 
protoplasm) sai)rolegnia (water mold), epidermis and sec- 
tions of leaves, (b) Osmose, — spiragyra, mucor, slices of 
beet or carrot, root hairs, longitudinal sections and cross 
sections of roots and stems (boxelder and corn), (c) Photo- 
synthesis. — zygnema, spiragyra. sections of leaves, (d) Re- 
spiration. — Germinating seeds, (e^ Digestion, — germinating 
seeds, (f) Irritability. — seedlings, (g) Growth, — spores of 
mucor. roots of seedlings. Notebook required. — see pp. 20 
and 53. 

III. General Structure and work of higher plants: — (a) 
Roots, — structure, growth, kinds, uses, (b) Stems, — structure, 
growth, kinds, uses, (c) Leaves. — structure, arrangement, 
kinds, forms, uses, (d) Buds, — structure, kinds, arrangement, 
(e) Branches, (f) Flowers, — definition, parts use. (g) Polle- 
nation. (h) Brief treatment of fertilization, (i) Seeds and 



HIGH SCHOOL MANUAL 57 

their distribution, (j) Seedlings, (k* Conditions of germina- 
tion. 

Laboratory: — (a. and b) Study of tissues of the stems of 
Box Elder and corn. Determine in general the difference be- 
tween a stem and a root — externally and internally, (c) Ad- 
ditional study of structure of leaves, (d) Structure of buds, 
(e) Structure of typical flower, (f) Study pollen grain, (h) 
Germination of seeds. 

IV. Ecology: — (a) Relation of plants to each other, (b) 
Relation of plants to water, soil, heat, light, wind. — plant 
societies. 

V. Some relation of plants to commerce and industry : (a) 
Forests; i, Construction material; 2, Fuel; 3. Tree planting; 
4, Forests and climate; 5. Forests provent erosion; (b) Plant 
breeding. — i, \'ariation : 2, selection, wheat, corn, potatoes, 
etc. (c) Formation and preservation of soils, (d) Weeds. 

BOTANY II 
One-half Unit 

I. The Great Divisions of Plants: — Some of the problems 
of this section are nutrition, reproduction, alternation of 
generations, theor}- of organic development, general prin- 
ciples of classification and economic value of plants. Dis- 
tinguish between a spore and a seed. 

(a) Algae, — i. Blue-green, (i) Nostoc. (2) Oscillacia. 2. 
Green Algae, (i) Spiragyra. (2) Zygnema. (3) Vaucheria. 3. 
Brown Algae, (i) Fucus. 4. Red Algae, (i) Callithamnion. 

(h) Fungi. — I. Algae-fungi, (i) mucor, (2) saprolegnia. 2. 
Sac-fungi, (i) Lilac mildew,— microsphaera. 3. Aecidium- 
Fungi. d) Wheat Rust. 4. Bacidium-Fungi. (i) Mushrooms, 
(2) Smuts. 5. Bacteria, (i) Forms, size and structure, mo- 
bility, reproduction, nutrition, relation to decay, relation to 
agriculture and gardening and other industries. 

(c) Bryophytes. — i. Riccia. 2. Marchantia, 3. Mosses. 

(d) Pteridophytes. — i. Ferns. 2. Equisetium, 3. Selaginella. 

(e) Gymnosperms.- — i. White Pine. 2. Leading families, 
rf) Angiosperms. — i. Lily. 2. Leading families. 

The laboratory work of this section is the structure, repro- 
duction, and, in general, the life history of a typical plant of 
each subdivision. 

II. Plant tissues: A detailed study of structure and func- 
tions of root, shoot, and leaf of angiosperms. 

Laboratory: Longitudinal-sections and cross-sections of 
roots, stems and leaves. 

III. .Angiosperms continued: Seeds, — germination. PvC- 



58 HIGH SCHOOL MANUAL 

view physiology of young" plant. Forms of stems rtnd leaves. 
Flowers. Legumes as nitrogen gatherers. 

Laboratory: — (a) Tests for starch, albumen, irritability, 
etc. (b) Nodules on roots of clover or alfalfa. 

IV. Reproduction in lower plants and animals and in 
higher plants, i. Spores, 2, Seeds. 3, "Struggle for existence." 
Inherited characters. 

V. I. Plant culture, (a) Spraying, (b) Disinfection, (e) 
Seed treatment, (d") (^rafting. 2. Relation of ]ilants to animals, 
(a) Food, (a) Diseases of animals caused by plants. 3. Value 
of^lants to man. 4. Conservation of Forests. 

Laboratory : — Exercise in grafting. 

VL Bacteria, yeasts, molds, rusts, smuts: — i. General 
notion of bacteria, (a) Those helpful to man, — especially 
nitrogen gatherers, (b) Those harmful to man, — especially 
those causing disease, as typhoid and yellow fever and tuber- 
culosis. 2. Yeasts, (a) Structure and reproduction, (b) 
Their function in useful industries. 3. Bread and fruit molds. 
— saprolegnia. 

ZOOLOGY I 
One-half Unit 

L Very elementary study of oxygen, nitrogen, carbon, 
carbon dioxide, phosphorus, sodium, sulphur. Give these 
sufificient attention to secure reasonably clear notions of the 
substances. 

Laboratory: Use any good manual of chemistry and such 
chemicals and apparatus as are necessary for testing these 
substances. Use notebooks, — see pp. 20 and 53. 

n. The lowest animals: — t. Amoeba or paramoecium, (a) 
Habitat, (b) Structure, (c) Food and methods of securing 
it. (d) Digestion and assimilation, (e) Reproduction, (f) 
Diseases caused by protozoans. 

Laboratory: Select a suitable manual. Use compound 
microscopes. If specimens of the amoeba cannot be found in 
the vicinity, they may be had by mail or express. Paramoecia 
are found in one of tlie stages of an efTusian of hay. L^se note- 
books. 

in. The hydra, or other \ery simple metazoan: For its 
simple structure and simple life processes, — development of 
organs and di\ision of labor — a simple form of sexual repro- 
duction . 

Laboratory: Use uTanual, dissecting and compound micro- 
scopes, and notebooks. If specimens cannot be found in vi- 
cinity, they may be had by mail or express. However, if the 



HIGH SCHOOL MANUAL 59 

laboratory work in this section is found to Vie too difficult, it 
may be omitted. 

IV. Worms: i. Karthworm : (a) Habits, (b) General 
structure, (c) Food, digestion, and assimilation, (d) Repro- 
duction, (e) \'alue to man. 2. Other worms, especially those 
causincr disease. 

Laboratory: Do completely the work outlined in some good 
manual. I'se dissecting pans, scissors, hand lens, etc.. and 
notebooks. 

Note: Care should be taken to teach throughout this course 
that animals are entitled to fair and kind treatment. Induce 
the pupils to read Black Beauty, and another similar work. 

V. Insects: i. The Grasshopper, (a) An injurious insect, 
(b) Other Orthoptera. 2. JMay-flies and dragon-flies, (a) 
Metamorphosis of dragon-flies. 3. Bugs, (a) Water-bugs, 
(b) Cicadas, (c) Aphids, — means of destroying them, (d) 
Scale insects. 4. Beetles. 5. Butterflies and moths, — metamor- 
phosis of Sphinx-Moth. 6. Flies, — Carrier of typhoid fever 
germs. 7. Bees, — economic value. 

Laboratory: Study of structure, physiology, reproduction 
and life history of the grasshopper or locust as type of insects. 
Field work. 

VI. Amphibians: 1. Study the frog as an introduction to 
vertebrates and to man as an animal. 2. The toad. 3. The sala- 
rrhander. 

Laboratory: Do completely the work as outlined in a good 
manual. Make drawings and notes. This work should in- 
clude habitat, locomotion, skin, muscular system, nervous 
system, digestive system, circulatory system, skeleton, repro- 
duction and metamorphosis. 

VII. Read in class or out of class at least one good text- 
book of Zoology. In this reading cover the whole subject of 
Zoolog}^ for the purpose of getting a general view. Do some 
field work in connection, (no Laboratory work) and make 
reports in notebooks. 

Read supplementary books on protozoans, hydra, worms, 
insects and amphibians. 

VIII. General classification of animals, including sub- 
classes of mammals, with examples of each class and sub- 
class. Valuable breeds for the farm. 

ZOOLOGY II 

One-half Unk 

I. A Sponge: One or two days should be devoted to 
sponges. Behavior, habits and envirement. Structure. Eco- 
nomic interests. 



60 HIGH SCHOOL MANUAL 



II. Sea-Urchin or Starfish: Two or three days should be 
spent on one of these, — the one of which specimens can more 
easily be secured. Habits; structure. 

III. Crayfish or Lobster: Habits. Environment. Struc- 
ture. Physiological processes. Man's ecconomic interests. 

Laboratory: Dissection i)ans and instruments. Dissecting" 
microsco}>es. Use a good laborator}- manual, and notebooks. 
If livino- specimens cannot be found in the vicinity, they may 
be had by express or parcel post. Preserved specimens should 
be amonsf the laboratory supplies ready for use at any time. 

IV. Molluscs: Clam or some other mollusc used as type 
Locomotion Feeding". Structure. Production of calcarious 
shell. Physiology. Reproduction. Habitat. Economic in- 
terests in some of the branch. Fossils of molluscs. 

Laboratory: Use manual and work out the points men- 
tioned above. Living specimens may be had by express, if 
they are not in the vicinity. 

V. Fishes: The perch or some other used as a type form. 
Habitat. Locomotion. Food. Structure. Respiration. Re- 
production. Divisions of the branch. Economic interests. 

Laboratory: Use manual. Fresh specimens should be had. 
Secure by parcel post or express, if they are not to be found 
in the vicinity. 

VI. Reptiles: Pupils should be taught that animals are 
entitled to fair and kind treatment. The}" should be taught 
to protect toads and most snakes, as the}' are of economic 
value as well as entitled to fair treatment. 

If laboratory work is found to be difficult, it may be 
omitted. Field work can be done. 

General stud}" of reptiles, — classes, harmful reptiles, fossil 
reptiles. 

VII. Birds: i. Field work, — haliitat. flight, food, socia- 
bility, nesting, migration, songs, care of feathers, molting, 
senses, color. Recognition of common birds at sight or on 
hearing their notes. 

Study of classes of birds, and of aesthetic and economic 
interests of man in birds. Names of valuable domesticated 
breeds of birds. 

Laboratory; F,xtei"nal and internal structure of the pigeon, 
using a good manual as a guide. 

VIII. Mammals: General characters. Detailed study of 
a typical mammal. — the rabbit, — in field, laboratory and reci- 
tation room. External and interanl structure. Characters 
of classes of mammals. Value to man. Most valuable do- 
mesticated breeds, ^^^^at should be the character of man's 
treatment of same. 



HIGH SCHOOL MANUAL 61 

IX. Geological history of animals. Evolution of animals. 
The general principles of heredity. 

X. Parasites and diseases caused by same. 

PHYSIOLOGY 
One-half Unit 

A syllabus on this subject is being compiled by a special 
committee. It will contain some work on anatomy and 
physiology, but more on hA'giene, physical education, and 
play. A limited number of copies of this syllabus is being 
provided and may be had by addressing the State High School 
Inspector. A laboratory notebook will be required by the 
examiner. 

GENERAL SCIENCE 

A committee has been appointed to compile a syllabus on 
general science. It is not likely, however, that this syllabus 
will be ready for mailing earlier than July or August, 1914. 
Whether this subject is to be offered for high school credit, 
one-half or one unit ; or is to be offered as nature study in the 
seventh and eight grades in lieu of some of the arithmetic and 
grammar noAv attempted in those grades, has not been de- 
cided. Laboratory, notebook required. 

PHYSIOGRAPHY 
One or One-half Unit 

The aim in physiography is to give training in scientific 
thinking and a knowledge of the relation and importance of 
the chief factors of the physical environment to man. 

The outline includes only those facts and principles of 
physiography most essential for a high school course. Each 
topic should be so developed as to show the causes of the 
physiographic facts and their consequence in relation to life. 
The life effects should be brought in in each topic as treated 
so that the pupils may see each in its practical significance. 
Laboratory work should accompany and illustrate the study of 
the text and the recitation. Some field work should replace 
laboratory study in each autumn and spring. The student 
should be taught to apply, both in the laboratory and out-of- 
doors, the principles developed in the text and class-room. 
Notebooks containing a carefully written record of all labora- 
tory work and reports of all field trips are a part of the re- 
quired work of the course. Conference time for the discussion 
of these records and reports is advised. Ample equipment is 



62 HIGH SCHOOL MANUAL 



essential. This should be as carefully selected for the s|,>ec!al 
needs of the course as that of any other science. 

Of the sub-topics presented, especial emphasis sliould be 
placed on the lands, less emphasis on the atmosphere, and the 
ocean shoidd be treated briefly and from the standpoint of its 
relation to the land. The physiog^raphy of North Dakota is a 
brief type study of the state as a region to which the general 
principles of physiography are applied. The natural features 
are studied in regard to structure, origin, development, and 
their influence on the history and economic interests of the 
people. 

The course in physiography should extend through the 
year, five days a week ; about two-fifths of the time being- 
devoted to individual laboratory work. When but one 
semester can be devoted to the subject, those topics with 
headings starred in the outline must be omitted and the re- 
maining treated more briefly than in a full course. This short 
course, however, is not recommended. 

Outline 

*Introduction : The science of geography, physiography, 
importance of human geography, relation to other sciences 
and to history. 

The Earth 

*The earth in space: The Solar System, the planets. 

Form : Proofs, probable cause, consequences. 

Size: Measurements, consequences. 

Rotation. Evidences, day and night, direction, longtitude 
and time, latitude, navigation and surveying, effects on life. 

Revolution : Evidence, rate, path, direction, effects. 

Inclination of Axis : Change of season, length of day and 
night, apparent motion of sun, influence in life of man. 

*Magnetism : Compass, magnetic poles, declination. 

Maps : Projections, representaion of relief, scales. 

^'Globes and Models. 

The Atmosphere 

Composition : Constituents and impurities and their rela- 
tion to life. 

*Hight of the atmosphere. 

Temperature: Source of heat: thermometers and their 
use; variation and their causes; isothermal charts of world; 
temperature distribution and range. 

Pressure: Measurement bv barometers: determination of 



*A11 subjects thus marked are a part of the second half unit. 



HIGH SCHOOL JVIANUAL 63 



altitude ; relation to temperature ; isobaric charts ; distribution 
of pressure. 

Circulation : \\'inds and their cause ; instruments and me- 
thods of observation ; classification of winds, their eflrects. 

Moisture : Sources : Evaporation ; measurement of hu- 
midity; fog and clouds and their causes; conditions and forms 
of precipitation ; rain and snow ; dew and frost ; hail and sleet; 
measurement of rainfall; rainfall charts; distribution of rain- 
fall; relation to wind systems; relation of moisture and rain- 
fall to life. 

Storms; Hurricanes and cyclones; characters; paths and 
rate ; of North American storms ; relation to general weather 
conditions; seasonal weather; local storms; protection from 
storms; weather maps and fore-casting; work of the U. S. 
Weather Bureau. 

*Climate; Relation of weather to climate; factors of cli- 
mate ; climatic elements and controls ; characteristic climate 
of the zones; continental and oceanic climate; desert and 
mountain climate; changes of climate: relation of climate to 
life and to human industry. 

The Ocean 

General Characteristics : Divisions ; form and depth of the 
ocean basins; composition, density and temperature of the 
ocean waters; topography and sediments of the ocean floor; 
effects on climate. 

Movements of ocean waters : Waves, their causes and ef- 
fects ; currents ; courses and rates of movement ; causes and 
their proofs; influence of currents on climate and life; tides 
their nature and causes, variation and their causes, effect on 
navigation and harbors. 

Life relations : A barrier and a high\^'ay ; trade routes : the 
life of the sea; coral reefs; economic products. 

The Land 

*The Mantle Rock: Origin and importance: weathering; 
effects of heat and cold: frost action ; wind work: the work of 
plants and animals ; chemical changes. 

*Soils : Relation to sub-soils and bed rock: fertility: kinds 
of soils and their origin ; formation and removal of soil ; soil 
erosion and its prevention ; plant foods and fertilizers ; soil 
water and temperature ; conservation of the soil. 

*The bed rock: Minerals and rocks; kinds of rocks and 
their origin : composition and structure of the rocks ; altera- 
tion of the rocks : mineral products and their uses. 

*The ground n'ater: Occurrence and origin: the water 
table: moAements of ground water; the work of ground 



64 HIGH SCHOOL MANUAL 



water; caverns and cave life; springs and wells; artesian 
wells ; ground water and health ; dry farming. 

Land forms: The interpretation and use of topographic 
maps; elevation and depression; the physiographic cycle; 
classification according to origin and topography ; relation of 
the primary land forms, plains, plateaus, and mountains; 
secondary land forms. 

Plains: Kinds of plains; Coastal ]ilains — theAtlantic and 
Gulf plains, old coastal plains of the eastern interior; glacial 
plains, the prairies of the Middle West; Lake plains — the Red 
River Valley; alluvial plains — their formation and import- 
ance in history, the Mississippi plain ; old plains of erosion — - 
peneplains of New England and the Piedmont; effects of 
climate and rock structure on the topography of plains ; rela- 
tion of life to different forms and climates of plains. 

Plateaus : Stages in the life history of a plateau ; young 
plateaus; dissected plateaus; old plateaus; broken plateaus; 
efifect of climate and rock structure on topography of plateaus ; 
canyons, mesas and buttes ; life condition on plateaus. 

Mountains : Classes of mountains ; block mountains ; folded 
mountains ; domed mountains ; complex mountains ; life hi- 
story of mountains ; effects of climate and rock structures on 
mountain topography ; mountain barriers and passes ; forest 
reserves ; life conditions in miountains. 

'"Volcanoes : Distribution ; types of volcanoes ; phenomena 
of eruptions; causes of vulcanism ; history of volcanic cones; 
influence of volcanoes on topography and life. 

'"Movement of the Earth Crust : Changes of level. — along 
the coasts, in the interior; earthquakes, frequency and di- 
stribution, causes, destruction of life and property. 

Rivers and Valleys. River systems and their water supply; 
life history of rivers; the work of rain and running water; 
valley development and surface topography ; water falls and 
rapids ; terraces, flood plains and deltas ; revived rivers ; dis- 
membered rivers and drowned valleys; importance of rivers 
and valleys to man — navigation, power, irrigation and drain- 
age. 

*Lakes : Origin of lake basins and distribution of lakes ; 
life history of lakes ; relation to rivers ; salt lakes ; swamps ; 
efif:cts on climate and relation to life. 

Glaciers : Nature of glacial ice ; conditions necessary for 
glaciers ; types of glaciers ; the work of glaciers ; ancient gla- 
ciers and ice sheets; contrast of glaciated and non-glaciated 
regions of North America ; economic importance of glaciation 
m the United States. 

Shore lines : Shores of oceans and lakes ; types of shore 



HIGH SCHOOL MANUAL 65 

lines ; forms of elevation and depression ; modification by 
waves, currents, tides, and rivers ; harbors and their location ; 
influence of harbors and coast lines. 

*THE PHYSIOGRAPHY OF NORTH DAKOTA 
A type study in regional geography. 

^Location : Boundaries and general relations. 

*Weather and climate. 

*Geological structure and its history. 

*Topographic features: The three plains and their dividing 
escarpments ; the glaciated and non-glaciated portions. 

^^The Red River" Valley : Glacial Lake Agassiz ; the Red 
River of the North ; beach lines and deltas. 

*The Drift Prairie : Glacial features ; the Coteau des Prai- 
ries, including Pembina "mountains;" Turtle "mount^ns ;" 
and other residuals ; the Mouse River Valley ; Devils-Stump 
Lake basin ; the Sheyenne, James and Pembina Valleys. 

*The Great Plains : The Coteau du Missouri ; the Alta- 
mont moraine and other glacial features ; the "Bad Lands" of 
the Little Missouri ; the Kildeer "mountains" and other buttes 
and mesas ; the Missouri River and its valley. 

^Economic physiography: Soils; lignites; clays; building 
materials ; ground waters ; streams and lakes. 

*Life Relations : A^egetation ; animal life ; native peoples. 

Geographic influence in settlement and development : Ex- 
ploration and settlement; the fur trade; farming and ranch- 
ing; roads and railroads; location of cities and towns; manu- 
facturing and mining; urban and rural relations; the relation 
of conservation to development. 

ELEMENTARY GEOLOGY 
One-half Unit 

This outline includes the larger topics which should be 
presented in a half year's course in Geology, with five recita- 
tions a week. Field work should be given in place of several 
of these recitations in early autumn or late spring. 

It is advised that this subject be not given except in high 
schools where the teacher is unusually well prepared in the 
subject and the locality offers special advantages or a suitable 
museum is provided. Lender ordinary conditions the expan- 
sion of physical geography to a full year's work is preferred. 

A laboratory notebook is required. 

Outline 

Introduction : Meaning and scope of geology and relation 
to other sciences, the geologic processes and agents. 



66 HIGH SCHOOL MANUAL 



I. Physical Geology 

Composition of Earth : I'he atmosphere, the hydrosphere, 
the lithosphere. 

Materials of the earth's crust: Minerals; rocks; igneous 
sedimentary, and metamorphic, mantle rock. 

Original Structure of the Rocks : Igneous. sedimentary- 
Structure Due to Movements: Warping, folding, jointing, 
cleavage, unconformity. 

Alternation of the Rocks: Weathering, cementation, me- 
tamorphism. 

The Works of the Atmosphere : \^' eathering. effects of 
heat and cold, frost action, work of plants and animals ; me- 
chanical work; transportation, deposition; chemical work, 
oxidation, hydration, carbonation. 

The Work of the Ground Waters : The ground waters, 
movements of ground waters, springs and wells, mechanical 
work, chemical work. 

The Work of Streams : Erosion, weathering, transporta- 
tion, corrosion, deposition; valleys; the cycle of erosion, 
stream deposits 

The Work of Glaciers : Characteristics of glaciers, snow 
fields and ice fields, valley glaciers. Piedmont glaciers, ice 
sheets, ancient glaciers; the work of glacial ice. erosion, trans- 
portation, deposition: the work of glacial waters; glacial de- 
posits. 

Land Forms: Plains, plateaus, mountains. 

II. Historical Geology 

The History of the Earth: Geologic and human history; 
fossils and their uses, divisions of geological time. 

The Origin and Development of the Earth : The solar 
system; theories of origin, the nebular theory, the planetes- 
imal theory. 

A survey of historical geology: 

Archean Era. 
Algonkian Era. 
Paleozoic Era. 

Cambrian Period. 

Ordovician Period. 

Selurian Period. 

Devonian Period. 

Carboniferous Period. 
Mesozoic Era. 

Triassic Period. 

Jurassic Period. 

Cretaceous Period. 



HIGH SCHOOL MANUAL 67 

Cenozoic Era. 

Tertiary Period. 
Quaternary Period. 

Glacial Epoch. 
Recent Epoch. 

BACTERIA. YEASTS AND MOLDS 
One-half Unit 

This study is introduced into the agricultural and domestic 
science courses because of its close affiliation with the basic 
ideas of these subjects. The study of sanitation, prevention 
of disease, theories of the origin of disease, etc., is of funda- 
mental importance to all classes of students. 

For the student of domestic economy, the course should 
include more particularly: 

(i) Microorganism as a whole, their uses as well as their 
dangers. 

(2) a. Mblds : common types occuring in the household 
such as Pencillium, Aspergillus. Mucor. Cepalothecium. 
Simple form and structure (morpholog>' and histology) of 
these forms. 

b. Occurrence of such molds in the home on such foods as 
bread, cheese, fruits, etc. Changes, both chemical and physi- 
cal produced by such molds. 

c. Peservation of such foods from moulding, by canning, 
cold storage, sulphuring, etc., with examples. 

d. Factors favoring mold growth with practical examples 
of economic importance (light, heat, moisture, etc.) 

(3) a. Bacteria, form, size, method of motion, growth 
Physical and chemical factors favoring bacterial growth. 

b. Saprophytic bacteria, disintegration products of fer- 
mentation, decomposition, ptomaine formation, vinegar manu- 
facture, cheese and butter "tastes," necessity for garbage 
disposal, preservation of foods from bacterial action with 
distinctions from (2c). Preservatives, harmless and poisonous, 
with examples. 

c. Clean milk. Structural reasons for its early decompo- 
sition b}- bacteria. Precautions necessary to be observed for 
the production of a clean product. Pasteurization, its favor- 
able and unfavorable points. 

d. Parasites, toxin formation, virulence and attenuation. 
Methods of exit from patient, of transportation from host to 
host. Methods of channels of infection with examples. Spe- 
cific carriers of disease, m-ater ,milk, insects, air and dust, 
"carriers." 



68 HIGH SCHOOL MANUAL 



e. Water supplies : Farm springs and wells. Precautions 
of construction of a well, such as casing, curbing, cover, 
drainage, etc. City and town water supplies, artesian wells, 
impounding reservoirs, filters and bacteriological precautions 
to be observed in each. 

f. Immunity, antitoxin formation, opsonins, vaccines with 
explanations in simplified language. 

g. Fumigation and use of antiseptics and germicides. 
Fiffiicient methods of use of the various agents is to be em- 
phasized. 

(4) a. Yeasts, morphology and structure growth. 

b. Uses, fermenting agent for alcohol production and 
raising of bread. Action of 3'^east anzymes on carbohydrates, 
diastatic, inverting and zymatic. 

c. Unfavorable action of yeasts on sugar solutions such as 
jellies. 

d. Alethod of testing yeast activity and use of pure 
cultures. 

For agricultural students the course should be supple- 
mented or altered to fit the class, .\lmost all of the above 
outline will be useful. The following, however, should be 
added or substituted in its proper place : 

(i.) Batcriology of soil. The nitrogen cycle with its various 
activities such as demtrification, humus formation, ammonia 
formation, nitrification, etc. Legume nodules, soil inocula- 
tion, its benefits and reasons for failure to act in special types 
of soil. Zones of depth as regards bacterial growth in soil. 
Numbers of bacteria in soil. 

The sulphur and carbon activities of soil forms. 

(2.) ]\Iycology of higher plants and soil. Meaning of plant 
pathology and soil "sickness." Instance of plant diseases 
such as scab of potatoes, wilt of flax, smuts of wheat. How 
they tend to increase in the soil thru means of the rubbish of 
the preceding crops, and thus bring about infection of the 
growing crop thru the waste materials of the previous crop 

(3.) Pure cultures and methods of making and using them. 
Some training should be given to the students in the proper 
preparation of simple culture media, test tube purification, 
petri dish purification and sterilization of the media. Exer- 
cises in this work will teach the pupil how difftcult it is to 
keep ordinary household utensiles and other supplies free 
from growths of microrganisms. 

It should be especially emphasized also that technical terms 
are in so far as is practicable, to be substituted by simpler 
forms of wording for this course. This subject can be made 
either very dull to this class of pupils by use of strictlv tech- 



HIGH SCHOOL MANUAL 69 



nical phrases, or extremely lixe and interestning" by popular 
language. 

Laboratorx' notebooks rec[uired. 
Reference, — 

Conn, Agricultural bacteriology. I\ Blakiston tS: Co. 

Conn, Practical Dairy f^>acteriology. Orange, Judd & Co. 

Jordan, Manual of Bacteriologw Saunders & Co. 

Lipman, Bacteria in Relation to Country Life. Macmillan 
Co. 

Prudden. Dust and Its Dangers. Geo. Putnamfs Sons. 

Prudden. Stor}- of the Bacteria. Geo. Putnam's Sons. 

Prudden, Drinking Water and Ice Supply; Their Relation 
to Health and Diseases. Geo. Putnam's Sons. 

Marshall et al., Microbiolog}-. P. Blakiston Son & Co. 

Conn. Bacteria. Yeasts and Alolds in the Home. Ginn 6c Co. 

AGRICULTURE 
One Unit 

The unit course in agriculture has been completely outlined 
in a syllabus compiled by a special committee. Besides the 
outline there are a student's laboratory- manual, a list of suit- 
able equipment, a list of usable text books, and a list of ref- 
erence and supplementary books and pamphlets. The outline 
makes special reference to these books and pamphlets. 

The syllabus has been printed and well bound, and may be 
had by addressing the Examiner. University. X. D.. and en- 
closing 15 cents per copy. 

Laboratory notebooks required. — see p. 20. 

HORTICULTURE 
One-half Unit 

Horticulture is related to both l)ontau} and agriculture, but 
in both science and ])ractice it differs from each. 

As a science, horticulture deals particularly with plants as 
related to heat, light, moisture and plant food and also with 
plant improvement through crossing and selection. 

As an art, horticulture deals with the many kinds of plant 
manipulation, such as, transplanting, pruing and propagating" 
in its many forms. 

The agriculturist treats his plants as a crop or en masse. 

In horticultural practice, the individual plant generally re- 
ceives consideration. 

The horticulturist aims to exercise a more perfect control 
over his plants than is possible in most lines of agriculture. 

Among the things he seeks to attain, are: Size, earliness, 



70 HIGH SCHOOL MANUAL 



fniitfulness, quality and ornamental effect. The methods by 
which these objects are attained should constitute a large part 
of the instruction in horticulture. 

The work may be done through the means of lectures and 
text books with a sufficient amount of observation to fix the 
points well in mind. 

Notebooks required, — see p. 20. 

The following- general topics will receive attention : 

The order in which they should be taken up will depend 
upon the time of year in which the topic is studied. 

First: Germination. The conditions necessary for germi- 
nation and the means of obtaining such conditions in garden 
practice should be illustrated by concrete examples. Note 
the development of the plantlet as influenced by the amount 
of heat, light and moisture. 

Second : Roots. Determine by experiment what conditions 
favo-r the growth of the roots of plants; study the different 
types of roots with reference to needs of the plants, and to the 
processes of transjjlanting. 

Third: Leaves. Determine the relation between leaf de- 
velopment and fruitfulness what factors control leaf develop- 
ment? 

Fourth : Buds. Note the difference between leaf buds and 
fruit buds. Note at what season of the 5'ear the fruit buds 
are formed and what treatment of the plan favors their de- 
velopment. 

Fifth. Plant Re]:)roduction. Note the different methods by 
which plants reproduce themselves and the advantages of 
each. Study all the different processes of artificial plant pro- 
pagation. Practice grafting, budding, layering, etc. 

Sixth: Plant Improvement, (i) Study the processes of 
crossing and selecting and their effects, fruitfulness. quality 
and ornamental eff'ect. 

Seventh : The \\'ork of Plants. Study the relation of 
plants to heat, light, moisture and plant food. 

Eighth : Plant Culture. Tvearn what fruit and veg'etable 
crops can be grown in your localit}- and the necessary con- 
ditions for success. 
Reference, — 

Railey. AJanual of Gardening. 

Goff, Principles of Plant Culture. 

Green, Vegetable Gardening. 

Green. Fruit Growing. 



HIGH SCHOOL MANUAL 71 



MANUAL TRAINING 
Two Units 

Industrial subjects should be pursued by the pupils of the 
elementary grades in form of paper cutting, weaving, clay 
moulding, braiding, basketry, freehand drawing, sewing, 
sloyd, etc. In the sixth and sevnth grades the girls should do 
some systematic work in sewing-, and in the eighth grade, a 
course in cooking. In the sixth, seventh and eighth grades the 
toys should do bench work, etc. The work in freehand 
drawing should continue through the grades. 

Definition. — Manual training is defined by the xA.merican 
Manual Training Association as any form of constructive 
work that serves to develop the powders of the pupil thru 
spontaneous and intelligent self-activity. Manual training 
includes freehand and technical drawing ; working in w^ood 
and metal; modeling in sand, clay or plaster; casting plaster 
or metal; domestic science; cooking; dresmaking; patern- 
making; printing; Swedish sloyd; Russian tool practice; etc. 

Purpose. — Its purpose is to educate the minJ thru the hard 

Grade 7 

'^ime: One hundred minutes a Aveek in two periods. 

Projects: \\"'iodwork. — Simple construction involving the 
four principal cutting tools — saw. plane, chisel and spoke- 
shave and the necessary laying out tools. Measuring, squar- 
ing, gauging, sawing, boring and doweling in making chisel- 
ing board and game board. Planing (surface and edge cutting 
board). Vertical chiseling, gouging, paring, sharpening chisel 
— making rack for brushes, tools or brooms and making pen 
tiay. Bow sawing, modeling, sandpapering in making coat 
hanger, etc. ITahing; nailing; finishing in making flower 
pot stand, bracket shelf, water wheel, etc.. involving some 
form of grooA-e joint. 

Grade 8 

Time: Two hours a week in two periods. 

Projects: Woodwork. — Construction involving groove 
joint — towel roller and sleeve board. Exact work in plaining, 
to make glue joint — bench hook, drawing board. Review of 
"form work" with more difificult modeling — hammer handle, 
canoe paddle. Mortice and tenon joint — taboret, plant stand, 
book slielves. Carving — book rack, ends carved from original 
designs, form of joint for ends chosen by pupils. 

High School 

Two units of work in manual training are ofYered in the 



72 HIGH SCHOOL MANUAL 



high school. A s}illabiis of this work may be obtained by 
applying to the High School Inspector. 

No pupil shall be eligible for the second credit in manual 
training without taking at least one-half credit in mechanical 
drawing. The courses in mechanical drawing are strongly 
recommended to all students taking any work in manual 
training. 

No examination in manual training will be offered by the 
High School Examiner. The instructor in manual traming 
shall report in full, to the Examiner, what work has been done 
by each pupil in manual training, his estimate of the quality of 
such work, the nature of the examination passed by the pupil, 
and the credit allowed on it.. 

Double periods of 80 to 90 minutes are urged in preference 
to single periods. In schools where this arrangement it not 
feasible, single periods will be permitted ; tnd the classes may 
thus finish one-half unit each year. 

HOUSEHOLD ECONOMY 

(Domestic Science and Art.) 

Four Half Units 

Syllabi of these courses have been compiled by a special 
committee and a limited number of copies is ready for mailing. 
Those who have use for these may secure copies by address- 
ing the state high school inspector. 

The time required for a unit of credit is five double periods 
per week for thirty-six weeks. It is intended that Course I. 
in either domestic science or domestic art will be accomplish- 
ed before Course II. in either is attempted. Domestic Science 
I. and Domestic Art I. may alternate with each other through 
a year of thirthy-six weeks, or they may be done separately 
in succeeding semesters of eighteen weeks each. Domestic 
Science II. should follow or accompany, if possible, the high 
school courses in physiology, botany, bacteria, yeasts and 
molds, and chemestry. Domestic Art II. may be done at any 
time after domestic Art I. is completed. 

The work outlined under textiles is intended to be given 
with the sewing and in the same periods. The part dealing 
with vegetable fibres should be given with Domestic Art I. 
and that dealing with animal fibres with Domestic Art II. 

In order to save time that will otherwise be lost in beginn- 
ing and closing, all periods of work in demestic science and 
art should be double periods. — See Sec. 13. p. 20. 



HIGH SCHOOL MANUAL 



73 



MECHANICAL DRAWING I 
First One-half Unit 

One period a day throughout the year or two periods a day 
for one-half year. 

The purpose of the course in the first year of the high 
school is to teach the pupils to make and read working draw- 
ings and sketches, to give a knowledge of geometric con- 
struction in its relation to mechanical drawing, to produce 
skill in the use of instruments by means of drills in the mak- 
ing of drafting conventions, to train the imagination and the 
power to visualize by teaching the fundamentals of projec- 
tion. 



GROUP I 

Free hand and mechanical 
lettering — Emphasis on plac- 
ing, form, slant, spacing, tex- 
ture of line. 

GROUP II 

Geometric construction — Use 
of T-square, triangles and in- 
struments in constructing 
geometrical figures. 

GROUP III 

Conventional lines — Use of 
T-square, triangles, and in- 
struments in drawing the dif- 
ferent lines used in mechan- 
ical drawing. 

GROUP IV 

Simple mechanical drawing 
— The different views of 
objects involving the use of 
straight lines, circles, and 
tangents. Free hand mechan- 
ical drawing. 

GROUP V 

Orthographic projection — 
Three views of geometrical 
figures. Revolutions. De- 
velopments. Intersections. 



PROBLEMS SIT,GESTED 

Gothic alphabets and figures 
L'pper case and lower case 
letters. 



Lines, tangents, angles, tri- 
angles, square, circle, pen- 
tagon, hexagon, octagon, 
etc. 



Exercise sheets in lining. Vis- 
ible edge lines, invisible 
edge lines, center lines, pro- 
jection lines, construction 
lines, dimension lines. 



Rectangular frame, box, try 
square, flower pot, circular 
box, face plate, desk tray, 
link stool, taboret. etc. 



Rectangular prism, hexagonal 
prism, pentagonal prism, 
triangular pyramid, penta- 
gonal pyramid, waste ba- 
sket, stove pipe section, 
funnel, etc. 



74 



HIGH SCHOOL MANUAL 



MECHANICAL DRAWING II 
Second One-half Unit 

One period a day ihroughoiit the year, or two periods a day 
for one-half year. 

The purpose of the course in the second year is to produce 
better technique in drawing, to develop an appreciation of 
constructive design, to give the student a working knowledge 
of the sketching and drawing of machine details, give a drill in 
tracing and blue printing, and to teach the questions and 
problems to be considered in the planning of a dwelling. 

PROBLEMS vSUGGESTED 



GROUP I 

Problems for manual train- 
ing shops involving construc- 
tive designs. 

GROUP II 

Isometric and cabinet (obli- 
que) projection. 



GROUP III 

Representation of screw 
treads, bolts and screws. 



GROUP IV 

Working drawings of ma- 
chine parts — Detail and as- 
sembled drawings, tracing, 
blueprinting. 

GROUP V 

House and barn Drawing — 
Style of roof, rooms needed, 
arrangement of rooms, beauty 
of exterior, tracing and blue- 
printing. 



Book rack, shelves, stool, 
chair, table, gavel, box, 
tray, napkin holder, etc. 



Cube, cylinder, hexagonal 
prism, pentagonal prism, 
mortise and tenon joint, 
stool, saw-horse, cabinet 
]irojection of some of the 
problems under Group I. 

The helix, sharp V thread, U 
vS. standard thread, square 
thread, acme thread, bolts, 
set screws, machine screws. 
etc. 

Wrench. pulley, coupling, 
connecting rod, shaft, bear- 
ing, globe valve, steam 
pump, etc. 



Cottage and two-story house. 
Eloor plans, elevations, roof 
plans, details of cornice, 
water table, doors win- 
dows, staircase, fireplace, 
etc. 

Reference: Problems in Mechanical Drawing, by Charles 
A. Bennet, The Manual Arts Press, Peoria, Illinois. 

Cource in Mecanical Drawing, Junior, Intermediate and 



HIGH SCHOOL MANUAL 75 

Senior, by Thorne. The Williams Brown Earl Co., Philadel- 
phia. 

Elements of Mechanical Drawing, by Gardner C. Anthony. 
D. C. Heath .^' Co., Boston, Mass.'' 

Applied Mechanical Drawing, by Franc E. Mathewson and 
Judson L. Stewart. The Taylor-Holden Co., Springfield, 
Mass. 

Notes for Mechanical Drawing, by Frank E. Mathewson. 
Manual Arts Press, Peoria, 111. 

The Essentials of Lettering, by Thomas E. French and 
Robert Meiklejohn. Manual Arts Press, Peoria, 111. 

Mechanical Drawing and Eemlentary Machine Design, by 
John S. Reid and David Reid. John Wilev t^ Sons, New 
York City. 

FREEHAND DRAWING 
One-half Unit 

One year, forty-five minutes per day, one-half unit of credit. 

The aim is two-fold (i) an understanding of the funda- 
mental art principles, (2) the acquisition of the ability to 
express that knowledge thru drawing and painting. 

The work falls under five main heads. 

I. The study of the Principles of Design (balance, rythm, 
and harmony). Specific problems illustrating each principle 
should be w^orked out, at least one being applied. The uni- 
versal application of the principles should be continually 
pointed out. 

II. The study of the Perspective. The study should in- 
clude parallel perspective, angular perspective and oblique 
perspective. 

III. The Representation of Still Life Groups in Pencil and 
Charcoal. Aims (i) good composition; (2) good character 
of forms ; (3) a correct representation if values ; (4) good 
technique. For charcoal work read page 28 "Art Education 
for High Schools." In pencil drawing aim for a simple 
rendering of larger values in broad definite strokes which keep 
the same direction. L^se soft pencil and avoid w^orking over a 
mass more than once. For illustrations see "Applied Arts 
Drawing Books," edited by Wilhelmina Seegmiller and "Pro- 
gessive Lessons in Art Education in High Schools", published 
by Prang. 

IV. The Painting of Nature Studies. Aims (i) good 
character in form and color; (2) rendering of light and dark 
values seen in leaves, stems and flowers; (3) direct water- 
color handling. In order to secure the last aim lift the color 
from the cakes and allow them to mix in the brush and on the 



76 HIGH SCHOOL MANUAL 



paper {not in the lid of the box) thereby producing a variety 
of color and brilliancy of effect. Work in mass (never outline 
first) with the flat side of the brush rather than the point. 
Never work over a color. 

V. Study of Landscape: Refer to Seegmiller's "Applied 
Art Drawing Books" and "Art Education for High Schools." 
The following books are suggested for reference : — 

"xA.rt Education in High Schools'', published by Prang. 

"Applied Art Drawing Books'', edited by Wilhelmina Seeg- 
miller. 

Batchelder. E. A.: The Principles of Design. 
Batchelder. E. A.: Design in Theory and Practice. 
Sanford, F. G. : The Art Crafts for Beginners. 
Branch, E. A. : Illustrated Exercises in Design 
French & Mieklejohn : The Essentials of Lettering. 

VOCAL MUSIC 
One-half Unit 

In presenting the courses for vocal music in the High 
School, it is assumed that the course of eight years in vocal 
music in the gardes or its ecjuivalent has been completed. 
L^nless such preparation has been made, the High School 
course should not be attempted. (To ofifset this lack of pre- 
paration a three-year course might be offered in the High 
School as preliminary to the regular course.) 

The purpose of the Vocal Music Course is to cultivate a 
better taste for good music by participating in singing the 
best choral works, to gain greater ability to read music intelli- 
gently and sing in parts independently. The course should 
include a thorough review of notation, includning the scale, 
both major and minor, key signatures, notes and rests of 
various lengths, intervals, terms as applied to musical expres- 
sion, exercises in sight singing and writing music from dicta- 
tion. 

There should be developed a familarity Avith such choruses 
and composers as : 

Soldier's Chorus (Faust) Gounod 

Pilgrim's Chorus (Tannhauser) Wagner 

Anvil Chorus (II Trovatore) Verdi 

Gypsy Chorus (Bohemian Girl) Balfe 

Hallelujah Chorus (Messiah) Handel 

The Heavens Are Telling (Creation) Hayden 

'Tis Thy XA'^edding Morning (Rose Maiden) Cowen 

Gloria (12th Mass) Mozart 

Serenade Schubert 

Lost Chord Sullivan 



HIGH SCHOOL MANUAL 77 

How Lovely are the Messengers (St. Paul) Mendelssohn 

Standard hymns and patriotic songs should be sung with 
with special attention to phrasing and other means of bring- 
ing out the thought. « 

PENMANSHIP AND SPELLING 

One-half Unit 

Part of the Sixteenth Unit 

Very little if any writing should be done in copy books in 
high school. In fact, if an instructor is qualified to put the 
copies on the blackboard and direct the pupils in their prac- 
tice, much better results may be obtained by the use of loose 
practice paper than with the copy book. The forearm, or 
"muscular" movement, should be cultivated and for this pur- 
pose the teacher and pupils Avill find a great deal of helpful 
miateriai in such publications as the Penman's Art Journal, 
the American Penman, and The Business Educator. 

The words in the exercises in spelling should be those com- 
monly used in correspondence, in reporting and in business. 

The examination of the high school examiner will require a 
specimen of the pupil's handwriting and the spelling of diffi- 
cult words in common use with emphasis on those used in 
business. 

BOOKKEEPING 

One-half Unit 

This course should include a thorough drill in the elements 
of bookkeeping and practice in the use of the more common 
books of accounting, such as day book, journal, cash book, 
sales book, check book, ledger, bills receivable and bills pay- 
able book, and trial balance and statement book. Some single 
entry might be given, but most of the work should be done in 
double entry. Students should be required to fill out and 
become familiar with such business forms as invoices, notes, 
drafts, checks, receipts, statements of account, etc.. and a 
system of instruction which requires these papers to be made 
out for the transactions entered in the books of account is to 
be preferred to one which does not require them. 

One Unit 

The full year course in bookkeeping should include, in 
addition to the work outlined for the half-year course above, 
advanced work in bookkeeping and business forms, either by 
independent individual sets for the pupils or b\^ orgnizing the 



78 HIGH SCHOOL MANLTAL 



class into a commiinity for business practice with some suit- 
able guide for the transactions to be performed and the books 
t© be kept. In the latter method care should be taken to hold 
the pupil strictly to the work in hand, and to a high standard 
in business forms and books of account, lest time be wasted 
in useless "dickering/" All transactions should be carried out 
b}' correspondence, thus reducing confusion to the minimum. 

COMMERCIAL hWV 
One-half Unit 

The following from the report of the Commission of the 
North Central Association of Colleges and Secondary Schools 
will serve as a guide : 

Study the legal principles governing business relations, 
especially contracts, their nature, essentials, and efifects ; 
further sales, interest and usury, bills and notes, agency, 
partnership, corporations, real property and mortgages, liens 
attachments, surety and guarantyship, bailments, common 
carrier, banking, fire insurance, landlord and tenant. 

Text book, supplemented by some study of cases (by way of 
illustration), discussions, and practice in drawing legal papers 
such as a contract, note, bill of exchange, bill of sale, bill of 
lading, power of attorney, deed, mortgage, lease, notice of 
protest, etc. 

HIGH SCHOOL GEOGRAPHY 
One-half Unit 

The object of this course is to give the pupil a practical 
insight into geograph3\ It should enable him to see the rela- 
tion existing between the different phases of the subject. This 
is necessary not only for one who enters into business life, 
but for one who intends to teach geography. 

Geography in this course should be taught so as to enable 
the pupil to see the influence the physical features have upon 
the industries and life of a people. Second, it should be made 
clear that an equally important matter is the government of 
a country. This course, therefore contemplates a union of 
the physical, the politieal, and the economic phases of 
geography. 

The following outline of work is suggested : 

I. Review of the 7th grade geography — 

Motions of the earth and consequent results; 

Map drawing of the diflFerent continents: 

Brief re\'iew of tides, ocean currents — atmosphere. 



HIGH SCHOOL MANUAL 79 

II. Physical features of principal countries — 

Physical features of the chief commercial countries, — 
those afifecting the life and industries of a people; 
Formation of soil, coast-lines, river systems ; 
General topography; 

Detailed study of North Dakota with special attention 
on the results of glaciation. 

III. Political divisions — 

Brief study of the governtments of thq leading com- 
mercial nations of the world with map of each ; 
Characteristics of people ; 

Immigration and m'igrations of people — special refer- 
ence to the U. S. — and the results. 

IV. Economic Geography — 

A. United States. 

1 . Plant and animal products ; 

2. Natural resources — mineral, water, forests, etc.; 

3. Tendecies towards centralization and concentrations 
with their causes and results. 

4. Centers of industries, reasons and location. 

5. Transportation. 

Waterways, railroads, merchant marine, canals. opera- 
tion, communication. 

6. Government. 

How it affects our industries — tariffs, legislative re- 
gulation, recent economic legislation ; 

7. Commerce — imports, exports, and domestic commerce. 

B. A similar but not extensive treatment should be given 
to the leading nations of the world. 

C. International rivalries in commerce. 
List of References: 

High School Geography — Dryer — American Book Com- 
pany. 

Commercial and Industrial Geography, Keller & Bishop, 
Ginn & Co. 

Commercial Geography, Brigham. Ginn & Company. 
History of Cemmerce. Clive Day. Longmans. Green & 
Company. 

Physical Geography, Davis, Ginn t.^- Company. 
Consular Reports, \\'^ashington, D. C. 
Year Book. 
Statistical abstract. 

SHORTHAND 
Two Units 

No credit should be given for work in shorthand unless the 



80 HIGH SCHOOL MANUAL 



pupil takes typewriting in his course also. It is very desire- 
able that pupils in shorthand pursue this study for two years. 
At the end of that time the student should be thoroughly 
equipped to do any ordinary stenographic work. This is a 
subject that requires close application and should not be 
pursued in the hope of finding it a snap course. These units 
require as much work as others of the high school course. 

For stenographic work the student should pusue a full four- 
year high school course ; as stenographers are expected to 
possess broader scholarship than a special preparation in 
shorthand and typewriting. In fact, it would be better in 
most cases if the pupil were to pursue these special lines after 
completing this four years of high school work. 

First Unit 

During the first year of the work in shorthand thorough- 
ness should be considered more important than speed. The 
principles of the system taken up should be thoroughly ma- 
stered and extensively reviewed. Drill on rules and their 
application. Study word-signs, and abbreviations ; and drill 
on sight reading. Shorthand plates, read and transcribed. 

Second Unit 

Some advanced dictation course suited to the system of 
shorthand taught. 

Shorthand penmanship drill. 

Business letters and legal forms, practiced and dictated. 

Shorthand plates, transcribed, practiced and dictated. 

By end of the year, acquire speed on new matter of 85 to 
100 words per minute. 

TYPEWRITING 
Two Units 

In typewriting, what is known as the touch method should 
be taught. By this method the pupil learns to use all fingers 
in operating the machine and keeps his eyes ofT the keys. 
Celluloid caps may be fitted over the keys or a shield may 
cover the keys and operator's hands to assist in acquiring this 
method. At least two periods of 45 minutes each a day will 
be required for a period of one year for each unit in this sub- 
ject. 

Thorough training should be given in the care of the ma- 
chine, in manifolding and tabulating. 



HIGH SCHOOL MANUAL 



First Unit 

Fitiijer exercises. 

The lessons of the text book should he completed. The 
first object in this work is accuracy. The lessons when com- 
pleted should be fastened together with a proper title page 
and should be neat and accurate throughout. 

Machine dictation. 

Transcription of shorthand plates. 

Second Unit 

While maintaining the accuracy required in the first year 
the pupil should strive to acquire speed throughout the second 
year's work. 

Transcription of business letters. ne\A' dictation that was 
dictated at 75 to 100 words per minute. 

Copying, 40 words per minute. 

Note, — This second unit is offered to enable schools to fit 
students for office work; it is not offered for college entrance. 

PSYCHOLOCxY. ELEMENTARY 

One-half Unit 

This part of the course deals, in an elementary way. with 
the facts and theories of general psychology. It aim is to 
introduce the pupil to a study of his own mental states as a 
preparation for the sympathetic and intelligent observation of 
the lives of others. 

PEDAGOGY. SCHOOL MANAGEMENT AND SPECL\L 

METHODS 

One-half Unit 

A discussion of the common problems of school manage- 
ment and rational methods of teaching the various subjects 
found in elementary school programs. The class should, under 
the direction of the teacher, make frequent visits to the grade 
rooms to observe how the m'ethods under discussion are put 
into actual operation. Pupils should make a full report of 
such visits. The direction work should be made an important 
feature during this semester. 

ARITHMETIC— HIGH SCHOOL 

One-half Unit 

The aim in this course is a thorough knowledge of the 
essentials of arithmetic. This course shold result in accuracy, 



82 HIGH SCHOOL MANUAL 



rapidity, neatness, a reason why, and the ability to state that 
reason in good English. 

One-half of the time should be given to rapid oral work 
and to the statement of definitions and principles. Each 
written excercise should be done under a time limit and ac- 
curate work only should be accepted. 

This course includes notaion by the use of Arabic charac- 
ters and Roman numerals ; numeration, — the reading of 
decimal fractions through millionths at sight; a general dis- 
cussion of reduction ; scale as used in dififerent phases of 
arithmetic ; the fundamental processes in whole numbers, 
decimal fractions and in common fractions in which the de- 
nominator is 2. 3, 4, 6. 8, 12, and i6;the multiplier, abstract, 
etc. ; aliquot parts and short methods in multiplication and 
division : statement of fundamental principles and defini- 
tions ; daily rapid oral work in addition : tests of divisibility ; 
factors ; multiples ; powers and roots of small numbers : com- 
mercial statements and commiercial paper: time, circular, 
linear, square, cubic and capacity measures, avoirdupois 
weight; board measure; plastering, carpeting, etc.; the more 
elementary phases of longitude and time; the three cases in 
percentage, — to find any per cent, of any number. — to find a 
number w'hen a certain per cent, is given, — and to find what 
per cent, one number is of another; reduction of any per cent, 
to a common fracton or decimal fraction ; commercial and 
bank discount ; taxes : insurance ; interest and interest tables ; 
square and cube root ; measurement of surfaces and solids, 
including cones, cylinders and spheres; elem'ents of the metric 
system ; problems involving purchase by the ton and by the 
thousand, and problems in measurement and percentage. 

This course does not inlude : addition, subtraction, multi- 
plication and division of denominate numbers; tables of Eng- 
lish money and troy and apothecaries' weight ; surveyors' 
measures; averaging accounts; stock-jobbing; U. S. securi- 
ties ; gold investments ; compound proportion ; custom house 
business ; partnership ; duodecimals ; arithmetical and geo- 
metrical progressions ; alligation. 

This course in arithmetic is designed to take the place of 
the commercial and senior-review courses ofifered formerly, 
and only one set of questions for arithmeticdone in the high 
school is designed to be oflFered. It is believed that the 
teacher can give the subject the commercial or pedagogical 
vieA\-point, as local conditions may require. 

SENIOR GRAMMAR 
One-half Unit 

The aims of senior grammar are similar to those of senior 



HIGH SCHOOL MANUAL 83 



arithmetic, viz: Comprehensive and intensive study of the 
subject for such a mastery as was impossible four years 
before, and also the phase of the subject needed by the pro- 
spective teacher in presenting it to his classes. 

If the teacher is masterful and independent of any par- 
ticular book, it would be profitable to spend the semester on 
work devised or chosen from various sources, and then, under 
the direction of the teacher have the pupils investigate the 
assigned lesson in various texts kept on the shelves or in 
their own possessions. This would give rise to dififerences of 
view and, with a skillful teacher, to reconciliation later on. 
As in arithmetic, every topic of grammar should be investi- 
gated, but the fundamental principles should not be lost sight 
of in discussion over minor and merely formal details. Gram- 
mar should be built up. or developed as other sciences in ac- 
cordance with inductive procedure — examining and classify- 
ing materials as in chemistry or botany. It is a thought sub- 
ject t>ar excellence. The emphasis should, of course, be laid 
on the sentence analyzed into its various parts, and on the 
kinds and relations of these parts. 

COMMON SCHOOL SUBJECTS 

The state high school examiner offers examinations in arith- 
metic ; English grammar and composition ; the history of the 
United States ; geography ; reading, spelling and penmanship. 
These examinations are designed for pupils who have com- 
pleted the eight grades of the common school course and de- 
sire to enter the high school. The examinations in arithmetic; 
Etiglish grammar and composition ; history, and geography 
Avill require no further comment than that they will co\'er the 
work that is usually done in these subjects in the grammar 
grades. Reading, spelling and penmanship will be treated in 
a single paper in accordance with the following plan : 

The examination in reading will be based upon a portion of 
the literature that is read in the grammar grades of our 
schools, namely, upon : 

I. Snow Bound. 2. Tom Sawyer. 3. The Hoosier School- 
master. 4. Rip Van Winckle. 5. Legend of Sleepy Holllow. 
6. Grandmother's Story of the Battle of Bunker Hill. 7. Na- 
poleon. The Little Corsican. 8. The Great Stone Face. 9. The 
Sandpiper. (Thaxter). 10. Breathes Then a Man, (Scott). 
II. Columbus, (Miller). 12. Recessional. (Kipling). 13. 
Psalms XIX and XC. 14. Lincoln's Gettysburg Speech. 15. 
Battle Hymms of the Republic. (Howe). 

The pupil's scholarship mark in spelling will be determined 
from his answer paper in the subject of reading; provided 
that the examiner may supplement this test with a list of 



84 HIGH SCHOOL MANUAL 



words selected for the purpose from the literature named 
above, but no rare or unusual words shall be included in such 
list. 

This answer ])aper will also serve as a specimen of the 
pupil's penmanshi]) and will determine his tirade in that sub- 
ject. 

In addition to studying the subject matter of what is read 
for the purpose of getting the author's meaning, pupils should 
give careful attention to distinct pronounciation and a pleas- 
ing and eeffctive oral expression of the thought. This should 
constitute an important feature of all school work in reading, 
but in the nature of the case it is impossible to give it proper 
recognition in a w^ritten examination. It is therefore sug- 
gested that the superintendent of the school supplement the 
high school board examination with an oral test that shall 
show the pupil's skill in reading aloud. 



HIGH SCHOOL MAM UAL 85 

Y. GENERAL INDEX 

Pages 

Admission of pupils to high school 7, 17, 18 

Agriculture, outline for unit in 69 

Department of 10, 17 

Algebra, elementary 24, 28, 36 

Advanced 29, 37 

American Literature, English III 18, 24, 28, 31 

Bacteria, Yeasts and Molds 24, 29, 67 

Bible stud}' 25, 29, 33 

Bookkeeping 24. 28. ']'] 

Biotany 1 24, 28, 53, 56 

Botany II 24, 28. 53, 57 

Building 8 

Caesar 24. 28, 34 

Certificates, examiner will issue 19 

Teachers' 12, 15, 19 

Will admit to college etc 19 

Required for promotion 19 

Chemistry 24. 29, 51 

Cicero 25, 28 

Civics 24, 28, 45 

Classification, requirements 7, 13-17 

Application for 13 

Conditions of acceptance for 13 

Commercial law 78 

Conduct of the schools 17-23 

Common school subjects 24, 23. 29, 83 

Constants, required to be offered t8, 28 

List of '28 

Required of pupils for graduation 18, 28 

Courses, elementary school 7, 18. 24. 25, 29, 83 

High school 28. 29, 30-84 

Unit course defined 18 

Curriculum 8, 9, 14. 21, 28. 29 

Local school should adopt. (Section 6) 19 

Department, of Agriculture 7, 9. 10, 17 

Of domiestic science and art 9. 10. 17 

Of manual training 9, 10, 17 

Domestic science and art, required in certain schools 10. 17. 19 

Courses in 72 

Equipment for 14. 17 

Syllabi in 72 

Drawing, freehand required 19, 24, 28, 75 

Mechanical 24, 29. 7V74 



86 HIGH SCHOOL MANUAL 



Pages 

Duplicate Subjects. Sec. 9 19 

Economics, general 24, 29, 47 

Eighth grade subjects 18-19, 83 

Examinations in 24, 25, 83 

Electives 28-29 

English 30 

English 1 24. 28. 30 

English II 24, 28, 31 

English III 24, 28, 31 

English literature, English IV 24, 28. 32 

Entrance to state high schools 7. 17-18, 83 

Equipment, for botany 14, 54 

For chemistry 14, 53 

High school aid fund used for 14 

Examiner, his address i. 27 

Duties I r 

Clerical help of it 

Readers of examintion papers, appoints rr 

Report II. 20 

Powers II 

Examinations, appeal from examiner's "mark" 27 

Folding papers 27 

Four-fifths rule regarding credit. Sec 11 20 

Manuscripts to examiner 27 

Marking manuscripts 27 

Program of 24. 25 

Pupils required to write on 19 

Rules for conducting 23 

Time an element in securing credit through 20 

A\'hen they will be offered 2^-21 

Who conducts 26 

Four-year high school, definition of 14 

Four-fifths rule regarding time and credit. Sec. 11 20 

Freehand drawing 24. 2S. 75 

French I and II 24. 28. 35 

Fund, state high school aid. separate account 14 

Clerk of local board must report 14 

How used or expended 14 

General history I and II 24. 28. 38 

General economics 24, 28. 42 

Geology, elementary 24. 29, 65 

Geography, high school 24. 28. 78 

Physical 24. 29. 6t 

German I and II 24. 28. 35-36 

Graduation, number units required. Sec. 4 18 

With honors 20, 23 



HIGH SCHOOL MANUAL 87 



Pages 

Grammar, Latin 24, 28, 33 

Senior 24, 29, 82 

Heating school building 8 

High school inspector, provision for 8 

Apppointment of 8 

Dtnties 8, 9 

Expenses of 9 

Report made by 12 

Salary of 8 

High shool diplomas (Teachers' certificates) 12, 19 

High schools, first class 9, 13, 14, 16 

Second class 9, 13, 15, 16 

Third class 9, 13, 15, 17 

With agricultural department 7, 9, 17 

History, Advanced United States 24, 28, 45 

Ancient 24, 28, 44 

Eighth grade 24, 28, 83 

English 24, 29, 44 

General history 1 24, 28, 38 

General history II 24, 28, 42 

Modern 24, 29, 45 

Horticulture 25, 29, 69 

Household economy 25, 28, 72 

Inspector, high school I 

Rural school I 

Laboratory, equipment secured with state aid 9. 14 

Equipment required 16-17 

Notebooks 20, 50, 52, 53, 61, 69, 70, 72 

Period for laboratory work 18 

Land, ten-acre experimental plot 10, 17 

Law. commercial 24, 28, 78 

High school aid 7 

Latin 33 

Latin 1 24, 28. ^^ 

Latin II 24, 28, 34 

Latin III 25, 28, 35 

Latin IV 24, 28.35 

Library 9, 14, 16-17 

Lighting school building 8, 16 

Manual training, courses in 28, 29, 71 

Equipment for 14 

Required in certain schools 17, 19 

Syllabi in 71 

Mechanical drawing 24, 28, 73. 74 

Medical inspection 16 

Music, vocal 16, 19, 24. 28, 76 



88 HIGH SCHOOL MANUAL 



Pages 

Non-residcMit pupils 7 

Notebooks 20. 50, 52, 53, 6i, 69, 70, 72 

Penmanship ;ind spelling 24, 28, 'j'j 

Pedagogy 25. 29, 81 

Period for laboratory work 18 

Physics \ 25, 28, 48 

Physical geography 24. 29. 61 

Physiology 25, 29, 81 

Political economy 24, 29, 47 

Program of studies ^^8-29 

Promotion, basis of 19 

Psychology 25. 29. 81 

Recitation, length of period for 18 

Rooms, number required 13. 16-17 

Agricultural 17 

Domestic science 17 

Manual training 17 

Rules and regulations 13 

Sanitation 8. 16 

Schools classified 7. 8. 16 

Science, general 21. 25. 29, 61 

Senior reviews, definition of 

Semester, definition of 20 

Shorthand 24. 28. 79. 80 

Six-and-six plan. (Section i) 21 

Spelling 24. 25. 28. 29. -jj- <^.^) 

State aid. appropriation 9 

Apportionment 9 

IVIay be used for extension work 10 

Must be prorated 10 

To first class high schools 9 

To second class high schools 9 

To third class high schools 9 

To schools having an agricultural department o 

State board of education. Duties 7. 12 

Expenses 11 

Law creating t2 

Meetings t r 

Members I 

Powers II 

Steno2:raphy 24. 28. 79. 80 

Superintendent of city schools. ofHce 14 

Qualifications 14-15 

Superintendent of public instruction I 

Chairman state board of education I 

Report 12 



HIGH SCHOOL MANUAL 99 



Pages 

Syllabi. Agriculture 69 

Advanced U. S. History 45 

Bible study 33 

Civics 45 

Domestic science and art 72 

English 30 

General science 61 

Manual training 71 

Physiology 61 

Table of contents IIT 

Teachers. Courses supervised by Supt 20 

Minimum number required 13, 16-17 

Minimum salary of 15-16 

Must have certificates 15 

Qualifications, as to scholarship 14-1 5 

Trigonometry 24, 29, 38 

Typewriting 24. 28, 80 

Tuition 7 

United States history 24. 28. 83 

Unit course of study defined 18 

Ventilation 8, 16 

Vergil 24, 28. 35 

A^ocal music 24. 28. 76 

Writing, (penmanship) 24, 25. 28. 29. 77, 83 

Zoology 1 25, 29, 53, 58 

Zoology IT 25, 29. 53, 59 



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LIBRARY OF CONGRESS ||j{ 




